School of Architecture.
MArch Student Handbook. 2018-2019 2.
Welcome.
The Sheffield School of Architecture is practices, while others are pursuing an exceptionally dynamic, diverse and successful international careers in the built international school with a lively and engaged environment and the creative industries. student body. We are situated in the centre of The School’s teaching is based on excellence the UK, in its greenest city, with easy access in staff research and practice. All members to all other key cities. of academic staff are research active, We have consistently been rated at the which enables the School to remain at the highest level for the quality of our research cutting edge of both theory and practice and teaching. Our community engagement and consequently keep its educational through the Live projects working with real programmes current and relevant. clients is an important aspect of what we do. We are one of the leading architectural It is for this reason that we enjoy a reputation research centres, ranked 4th in the UK by the for being perhaps the most socially and Research Excellence Framework (REF) 2014. politically engaged school of architecture in We are renowned for important research the UK. in sustainability, design education, critical Architectural design has a considerable practice, inclusive design, user experience influence on the way we live. In an and design thinking. increasingly uncertain world, we face The reputation of the School is further climate change, globalised consumerism, established through the exemplary work social fragmentation and poverty. Designers of our design practitioners, who produce and especially architects nowadays need internationally acclaimed work. Teaching, to be more critical and creative in seeking research and practice of the very highest lasting and sustainable solutions to these quality are combined in a vibrant and increasingly complex societal challenges. inspiring School. Our students have won numerous awards I wish you a successful and rewarding such as the Regional RIBA awards and the experience at SSoA. prestigious SPAB Philip Webb Award, and their work has attracted positive attention in Professor Karim Hadjri the media and achieved great acclaim in the Head of School design community. A number of graduates are now working in top UK Architecture – The University of Sheffield – The School of Architecture. MArch Student Handbook 4. Contents.
School of Architecture Contacts. 9 Beginning of Year Procedure. 9
FacilitiesFacilities. 10 Floors of The Arts Tower 10
FlReception: Floor 13 10
Opening times: 09:Media Unit: Room 15.07 10 Reprographics Unit 10
RoStudent Records. 12 The University’s General Regulations for PG Programmes. 12 Personal Tutors. 13 Design Studio Code of Conduct. 14 Copyright. 15 Student Intellectual Property. 15 Details About your Course. 17 MArch in Architecture 17 MArch in Architecture and Landscape Architecture 18 MArch in Architecture: Collaborative Practice 19 Core Modules. 21 Year 5 modules 21 Year 6 modules 26
– The University of Sheffield Additional Modules. 29 Year 5 option modules 29 Live Projects 2018. 31 Studios 2018. 40 Student Attendance and Absence. 49 Timetables 49 Attendance 49 Illness 49 Religious holidays and examinations 50 Group work 50 Change of programme of study, withdrawals, leave of absence 50 Leave of absence 50 Plagiarism, Collusion and Unfair Means. 51 Research Ethics and Integrity. 53 Policy on Group Working. 56 Personal Development Planning. 57 General Assessment. 59 Marking scale 59 Project based courses 59 Assessment of coursework 59 Distinctions and commendations 60 Explanation of marking scale terms 60 Marking Scale. 61
– The School of Architecture. MArch Student Handbook 6.
Preparing Assessments. 62 Word count 62 Non-participation or less than full participation in group work 62 Dissertation word count range 62 Anonymous marking 62 Late submission 63 Extensions 63 Submitting and Taking Assessments. 64 Electronic submission (Turnitin) 64 Physical submission 64 Computer generated work 64 Other materials 65 Individual work 65 Digital archive 65 Ownership of submitted work 65 Feedback and Results. 66 Feedback on assessment 66 Feedback on studio work 66 Reviews 66 Resubmitted Work 67 Resubmission procedures 67 Academic appeals procedure 67 Information for Disabled or Dyslexic Students. 69 Student Engagement and Representation. 70 In the department 70 In your faculty 70 Institution-wide opportunities 70 – The University of Sheffield Union links 71 SUAS 71 Your feedback on the course 71 Welfare and Careers. 72 University Health Service 72 Counselling 72 Employability and Careers Advice 73 Guidance on employment hours 73 References 73 Making your Experience More International. 74 Broadening your academic knowledge and developing transferable skills. 75 301: Student Skills and Development Centre 75
Offers a rangLanguages for All programme 75 The Sheffield Graduate. 76 Our Commitment. 76 Encore: Making use of lecture recordings. 77 MArch Prizes. 78 University Services. 80 SSiD 80 Books 80 MUSE 80 Computers 80 Printing 81 MOLE 81
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Student email 81 Lost property 81 Chaplaincy service 81 Sheffield University Nightline 82 ELTC 82 Accommodation 82 Financial support 82 Immigration advice 82 Mental Wellbeing 82 The University Library 83 Useful Websites for Students. 84
StPhD Study. 84 Health and Safety. 86 Emergency 86 Theft 86 First aiders 86 Arts Tower Opening hours 86 Out of hours access 86 Working Hours for Students 86 Emergency evacuation 87 Accidents and injuries 87 Alcohol and smoking 87 Electrical appliances 87 Safety in studios 87 Risk assessment 88 Safety in the Material Workshops 89
– The University of Sheffield School of Architecture Beginning of Year Contacts. Procedure. For a full list of staff please visit the People 1. Make sure you have registered. pages of the School’s website. Returning students can register online, but new students need to register at www.sheffield.ac.uk/architecture/people the beginning of term. If you missed the The following is a list of key MArch staff. formal registration for new graduates Telephone numbers from external lines you should consult the Registration should be preceded by 0114 22- Helpline tel: 0114 222 1288, email: [email protected] Leo Care Director of MArch Programmes 2. Ensure that your Professional Ext. 20304 Experience and Development Record [email protected] (PEDR) sheets are up-to-date and that they have been recorded by your Key Professional Services Staff Professional Studies Advisor (PSA). Rebecca Gray 3. The MArch studio is located on floor Learning and Teaching Manager 16. Spaces will be allocated to studios Floor 13 Office to share through the week and other Ext. 20309 areas will be available for students to [email protected] use on a hot desking basis. There is a Andrea Chambers studio code of conduct in place. You Finance Administrator are asked to respect this agreement Floor 13 Office in order to maintain a studio that is Ext. 20607 productive, pleasant and sustainable. [email protected] 4. General Y5 & Y6 notices will shared by email and through MArch forums. Please make sure that you check your email on a regular basis and attend the forums. 5. Timetables for the course and individual modules are available through ‘my timetable’ in MUSE and the iSheffield App. Please check these regularly.
– The School of Architecture. MArch Student Handbook 10.
emerging technologies including Virtual FacilitiesFacilities. Reality. Tariq Zaman Subject specific technologies including Facilities Manager Artificial Sky, Heliodon and a fully equipped Departmental Safety Officer photographic studio are available with Room 15.04 support from Ralph Mackinder, the school’s Ext. 20328 Media Unit Manager. We specialise in 360 [email protected] degree capture, video production and architectural photography. We also provide Floors of The Arts Tower an equipment loans service to students and Floor 9 - Graduate School staff. Floor 10-12 - Landscape Studios We support and facilitate digital review, digital media content creation and related Floor 13 - Architecture Reception/Landscape skills teaching across the School. Reception/Professor Offices The Media Unit is both a physical space Floor 14 - Academic Offices and a service. The Photography studio Floor 15 - PGT Studios/Reprographics Unit/ and teaching space is open access to all Media Unit/IT Support Architecture students between 8-30am and 4pm Monday-Friday. While staff are available Floor 16 - MArch Studios/Exhibition Space to support during these hours, you can also Floor 17 - First and Second Year Studio/ contact us directly at anytime using our email Drawing Studio inbox [email protected] with questions, feedback and other enquiries. Floor 18 - Year 3 Studio http://themediaunit.group.shef.ac.uk/ Floor 19 - Research Labs/IT Lab Reprographics Unit Reception: Floor 13 Roy Childs Opening times: 09:00-17:00. Reprographic Unit Manager Telephone: 0114 222 0399 Room 15.10 Email: [email protected] Ext. 20352 [email protected] Media Unit: Room 15.07 Ralph Mackinder The print unit offers a wide range of printing, Media Unit Manager scanning and binding facilities up to A0 in Room 15.04 size. We also offer 3D printing of models Ext. 20329 from digital files. The facilities are accessible [email protected] for all staff and students in the Schools of Architecture and Landscape. A unique teaching, demonstration and technology development space. The Media 8.30am - 4.30pm, Monday to Friday Unit brings together the latest research, 12.30pm - 1.30pm, closed for lunch technology and expertise in Digital Media, http://ssoa-print.blogspot.co.uk/ Photography, Environment Simulation and
– The University of Sheffield Materials Workshop: George Porter Access is not provided outside of the opening Building hours below. Laura Mason Term time: Workshop Manager Mon - Thurs 08:30 - 12:30 & 13:30 - 16:30 George Porter Building A03 Ext. 20337 Fri 08:30 - 12:30 & 13:30 - 16:00 [email protected] Rest of the year: Stuart Moran Workshop Technician Mon - Fri 09:30 - 12:30 & 13:30 - 15:30 George Porter Building A03 http://ssoa-matwork.blogspot.co.uk/ Ext. 20339 [email protected] IT Room: 19.01 The Materials Workshop is located a short Martin Bradshaw walk from the Arts Tower in the George IT Manager Porter Building. Floor 15 Ext. 20331 The facility houses: [email protected] • Handtools workshop/fabrication area The computer lab is for use by Architecture • Machine workshop Undergraduate, Postgraduate and MArch • Digital workshop (laser cutting and CNC) students. All PCs in this room have • Materials shop recently been upgraded and host a suite of • Studio space (bookable). Professional BIM, CAD and design software. The workshop offers a comprehensive range As with other computer rooms, any of equipment including 3x laser cutters, tampering with software or the hardware is CNC router, bandsaw, mitre saw, industrial strictly forbidden, as is unplugging computers sanders, pillar drill, vacuum former, sheet and scanners. Please do not bring in food and bender, and a huge range of hand tools. Staff drink. are always available on site to offer advice, Opening times: 08:00-16:00 training and assistance. A well-stocked Closed for lunch: 12:30-13:30 shop sells modelling materials. Toolkits and Telephone: 0114 222 0331 Cordless drills are available for use outside of the workshop. http://ssoa-it.group.shef.ac.uk/ The area is open access to all staff and Please note that the University offers a large students, providing they have completed number of IT suites across the campus that our area specific online health and safety you can use. Please use the link below for induction. further information. If you wish to use the machine workshop you www.sheffield.ac.uk/cics/students/uni- must first complete a 90 minute practical computers session, booking details are available on our dedicated area website.
– The School of Architecture. MArch Student Handbook 12.
Student Records. The University’s The University has a computerised record General Regulations for for every student that contains personal and academic details such as their home and PG Programmes. term time address, date of birth, degree programme, the modules they are taking and The University’s general regulations which more. You can access this record, and can relate to all taught postgraduate degrees can make amendments to your personal details. be found at www.sheffield.ac.uk/calendar/ It is important that you keep this record up to date. You can access your personal record by: 1. Logging on to MUSE and selecting the ‘My Services’ link 2. Selecting the ‘View all services’ link to view the A to Z list
3. Scrolling down to M and select ‘My record’
– The University of Sheffield Personal Tutors. What to do if you have a problem If there are problems with a particular If you encounter personal difficulties you lecture course or project, the most effective should in the first instance talk to your help usually comes from the person who Studio Tutor. However, we recognise that this teaches the course. If you are unable or may not always be appropriate and so the unwilling to see him or her, or if you have following members of staff are available as more general problems, you should see your personal tutors: tutor or course director. Leo Care (Y6 students) The Head of School, Professor Karin Hadjri, Email: [email protected] is always available when there are problems Exchange Students: Claudia Rojas-Bernal that affect your studies, difficulties that you Email: [email protected] cannot discuss with another member of staff, or personal matters that must be kept It is vital to inform your Personal Tutor of any entirely confidential. Visit the architecture changes in your circumstances, especially if reception on floor 13 to enquire about these affect your academic work. Remember, arranging an appointment. your Personal Tutor is not just there to help resolve issues but to support you in reaching your full potential and making the most out of your experience here so be proactive and make the most of your meetings. Further information on Personal Tutors can be found at www.sheffield.ac.uk/lets/pp/support/tutors
– The School of Architecture. MArch Student Handbook 14.
Ethical: A place that respects other people Design Studio Code of and their human rights Conduct. Not a place where people are devalued and I want to be part of a studio that is: taken for granted Productive: A place where people can Respectful: A place where people and their create, make, envision and develop belongings are valued and appreciated Not a place that stifles or inhibits productive Not a place where people, space, furniture, activities work and belongings are disregarded Pleasant: A vibrant, attractive and friendly Safe: A place where everyone feels secure place to be Not a place where people are unnecessarily Not a place that is dirty, untidy and put in harms way dishevelled Collaborative: A place where people work Sustainable: A place where people’s impact together and group endeavour is valued on each other and their surroundings is Not a place where personal gain is positive prioritised Not a place where people have a negative Pioneering: A place where new approaches impact on each other and their surroundings and alternative ways of thinking and working Principles are explored Supportive: An inclusive place where Not a place for reinforcing stereotypes and everyone helps each other dogma Not a place that is exclusive and alienating Resourceful: A place where resources are handled thoughtfully and waste is minimised Discursive: A place where people can share thoughts, ideas and experiences Not a place where resources are squandered and potential overlooked Not a place where alternative views and approaches are suppressed Transparent: Where everyone understands the systems and organisation Not a place for opacity and exclusion Sociable: A place where people can develop meaningful relationships Not a place where human connections are denied
– The University of Sheffield Copyright. Student Intellectual Copyright is a legal right that protects fixed Property. creative works such as books, journals, letters, notes, images, drawings, musical The University is keen to promote, support works, films, sound recordings, computer and celebrate student ideas and in 2011/12 code. In the UK it is governed by the moved to a position where students would Copyright, Designs and Patents Act 1988. It is normally own the intellectual property one of a suite of intellectual property rights created by them during their programme that includes patents, trademarks, designs of study. Certain modules are exempt from rights, and confidential information and this policy such as modules in which the know-how. intellectual property is generated as a result of collaborative work, for example with other Copyright at Sheffield students or with members of staff (or where University of Sheffield material include but the work being undertaken derives from the are not limited to: presentations, lecturer Intellectual property of staff). The exempt notes, recordings of lectures. There is also modules at SSoA are listed below. If you are copyright in other content that you will use unsure about this speak to your specific during the course of your study, such as module leader. academic books and journal articles. ARC125, ARC126, ARC136, ARC155, ARC175, Your responsibilities as a student ARC225, ARC226, ARC237, ARC238, ARC322, ARC325, ARC326, ARC337, ARC356, ARC550, Your use of third party copyright material ARC551, ARC552, ARC560, ARC561, ARC562, must comply with UK law. Further ARC6814, ARC6815, ARC6816, ARC6817, information about this can be found at: www. ARC6978, ARC6981, ARC6982, ARC6983, sheffield.ac.uk/copyright. ARC6984, ARC6985 Additionally, your reuse of material should be fair and considerate to creators. There is overlap between complying with copyright, and good academic practices such as referencing and attribution. Unless permitted to do so, you must not copy and distribute material which you do not own. This includes sharing journal articles, and uploading TUoS material to external websites. Further resources Refencing: www.sheffield.ac.uk/library/idlt/ referencing Your rights and responsibilities: www. sheffield.ac.uk/ssid/ourcommitment/rights
– The School of Architecture. MArch Student Handbook 16.
– The University of Sheffield Details About your Year 5 Modules Course. ARC550 Design 1, 15 credits ARC551 Design 2, 30 credits The MArch courses at the University of Sheffield are amongst the most innovative ARC552 Live Project 1, 15 credits and influential in the country. They will ARC553 Theory and Research, 10 credits prepare you to be enterprising, employable and to use your skills to the benefit of ARC554 Environment and Technology 1, 10 people’s lives. credits MArch in Architecture ARC555 Management and Practice 1, 10 credits At the heart of the MArch course are the design studios and live projects. Lecture ARC556 Dissertation 1, 15 credits modules support the design studio while • plus one additional 15 credit option module offering you the opportunity to enhance your chosen from a specified list. learning through written work and critical reflection. Further opportunities to explore In order to commence year 6 students should specialist lines of enquiry are offered by the pass all modules in year 5. Resubmissions for year 5 option module. failed work are allowed in August. See the University regulations for further details. For the first six weeks all year 5 and year 6 students participate in ‘live projects’. All Year 6 Modules projects have a relationship with a client ARC560 Design 3, 15 credits external to the University and the vast majority of these clients are drawn from the ARC561 Design 4, 30 credits public or volunteer sector. ARC562 Live Project 2, 15 credits For the remaining weeks of Semester 1 and all of Semester 2, year 5 and year 6 join design ARC583 Design Manifesto, 15 credits studios dedicated to particular specialist ARC584 Environment and Technology 2, 15 themes. You will choose which studio you credits wish to join during the first four weeks. Whilst we will endeavour to place students in ARC585 Management and Practice 2, 15 the studio of their first choice, if a studio is credits heavily oversubscribed we may have to place ARC566 Dissertation 2, 15 credits you in another studio. You should therefore consider your second and third choices carefully. You are expected to experience a variety of ways of working, therefore you will not be permitted to choose the same studio for year 6 as for year 5. To gain the MArch in Architecture, and with it exemption from Part 2 of the RIBA Examination, you must pass all parts of year 5 and year 6 over 4 semesters.
– The School of Architecture. MArch Student Handbook 18.
MArch in Architecture and Landscape Year 5 Modules Architecture ARC550 F7 Design 1, 15 credits This innovative course launched in Autumn ARC551 F7 Design 2, 30 credits 2014 to provide an integrated learning opportunity in the fields of both Architecture ARC553 F7 Theory and Research, 10 credits and Landscape Architecture. It aims to offer a fully accredited route to qualifications as both ARC554 F7 Environment and Technology 1, 10 an architect and landscape architect. credits The course balances creative design through ARC555 F7 Management and Practice 1, 10 studio led teaching with reflective and credits technical written explorations. Teaching is LSC6017 F7 Landscape Professional Practice, delivered in both departments and offers a 10 credits unique environment in which our students are able to determine their own critical path. LSC6046 F7 Design Research Study, 15 Credits The course is heavily embedded into the MArch course and students follow the Live LSC5010 F7 Urban Landscape Planning, 20 Project programme and design studios as credits well as technology, management, practice and In order to commence year 6, students law modules. Specialist teaching is offered should pass all modules in year 5. by the department of landscape for key Resubmissions for failed work are allowed modules and offers a chance to engage with in August. See the University regulations for urban design as well landscape management, further details. planting design and practice law. Year 6 Modules Year 6 students undertake a specialist studio delivered by both architecture and landscape ARC560 F7 Design 3, 15 credits architecture tutors. This enables you to make ARC562 F7 Live Project 2, 15 credits sophisticated architectural and landscape architectural propositions that explore ARC583 F7 Design Report, 15 credits core urban design issues that respond to ARC584 F7 Environment and Technology 2, 15 ecological, cultural, social and technical credits contexts. ARC585 F7 Management and Practice 2, 15 The course is validated by the RIBA, ARB and credits LI. LSC6015 F7 Special Project, 45 credits
– The University of Sheffield MArch in Architecture: Collaborative ARC596 Dissertation Proposal: Collaborative Practice Practice, 15 credits This course has developed over a number ARC597 Reflections on Architectural Practice, of years in collaboration with some of the 15 credits best architecture practices in the country. In order to commence year 6 students should It reaffirms our position at the forefront pass all modules in year 5. Resubmissions for of architectural education and the future failed work are allowed in August. See the of practice. Its unique model prepares University regulations for further details. students to be pioneering, empowered and evolve their education within a professional Year 6 Modules context. Central to the programme is a year of practice-based reflective design ARC560 Design 3, 15 credits as well as our innovative ‘live projects’ ARC561 Design 4, 30 credits programme, offering between them excellent opportunities for students to develop ARC562 Live Project 2, 15 credits graduate-level architectural research ARC583 Design Report, 15 credits practice (ARP). ARC584 Environment and Technology 2, 15 At the heart of the course are the design credits studios and live projects, taken by all year 5 and 6 students. These will be a mix of ARC585 Management and Practice 2, 15 practice-based learning (year 5) and studio credits based thesis projects (year 6). Other ARC696 Dissertation, 15 credits modules support the design studio while offering students the opportunity to enhance MArch Y5 & Y6 Design Modules: their learning through written work and For the first six weeks all students participate critical reflection. in ‘live projects’. Both year 5 and 6 are To gain the MArch in Architecture: offered a range of live projects. All projects Collaborative Practice, and with it exemption have a relationship with a client external from Part 2 of the RIBA Examination, you to the university and the vast majority of must pass all parts of Year 5 and 6 over 4 these clients are drawn from the public or semesters. volunteer sector. Collaborative Practice students will take the role of ‘external Year 5 Modules consultants’, though it will be for each ARC590 Reflective Design Practice, 45 credits group to manage this working relationship effectively. ARC552 Live Project 1, 15 credits For the remaining weeks of semester 1 and ARC553 Theory and Research, 10 credits all of semester 2, year 5 will work on an ARC594 Environment and Technology in individual Reflective Design Project, using live Practice 1, 10 credits practice work undertaken during the year as the basis. ARC555 Management and Practice 1, 10 credits
– The School of Architecture. MArch Student Handbook 20.
– The University of Sheffield reviews between studios are used to ensure Core Modules. that students are exposed to a wide range of For full details for any module including aims approaches and criticism. of the module and learning outcomes refer to A range of diverse project types and the individual Module Handbooks, available architectural approaches is offered through on MOLE. the variety of studios offered by different Year 5 modules tutors. ARC550/551 Design 1 and 2 Assessment is by review and portfolio Co-ordinated by Leo Care examination. The development of advanced architectural ARC552 Live Project 1 design skills in the MArch is based on a Co-ordinated by Carolyn Butterworth ‘design studio’ system. Design studios are This module comprises the ‘live project’ diverse and specialist studios that explore aspect of the studio programme. Projects current challenges and opportunities in vary on an annual basis, but are chosen to architecture. Students are encouraged to develop student’s skills in design, briefing, develop a critical approach to the production client liaison and project management. of architecture in contemporary society, Project content ranges from strategic to learning from the past and visioning the detailed design and sometimes involves future. The design studios offer students the construction. The projects in this module are freedom to experiment with ambitious and almost entirely group based, with students innovative spatial proposals and develop their working in teams of around 12 people. own lines of enquiry while being supported by tutors who offer excellent specialist research Students will work directly with a real client and practice experience. Specific projects with no tutor acting as intermediary. Each and programmes vary on an annual basis, but group will have a ‘mentor’ who will offer are chosen to develop students’ research by support through regular meetings, but will design skills, integrating technological, social, not steer the group or make decisions for environmental and cultural issues. them. In Y5 the emphasis is upon the development The assessment of the live projects takes of design enquiry and research skills into consideration all aspects of the where design becomes a tool to rigorously process; group working, brief development, investigate lines of enquiry. Students will be communication with the client, management encouraged to explore areas of research and design production. Assessment is through spatial designs to create rich and undertaken on the basis of submitted creative studio projects where research and material, public presentations, reflective design are synthesised. reviews, client and mentor responses. The course is delivered through studio Method of assessment: 40% of mark attached teaching, with regular individual and group to a group presentation to students, mentors tutorials, workshops, project reviews and and clients. 60% of mark attached to a group portfolio reviews. Specific tutorials and reflective review. workshops on technology are given to ensure that a range of technical issues are fully integrated into project designs. Cross
– The School of Architecture. MArch Student Handbook 22.
ARC553 Theory and Research investigations that are fully integrated into Co-ordinated by Emma Cheatle studio design projects. The module has two components: See module handbook for further information. 1) Theory, Research and Design Methods: consisting of an introduction to research ARC555 Management and Practice methods. Specifically designed to meet Co-ordinated by Ian Hicklin the needs of students in a department of This module introduces students to aspects architecture where a very wide range of of briefing and team-working within an research methods may be found. It also architectural project, together with an relates the ideas and methods of research overview of factors related to the running of to those of design and offers support to an architectural practice. students in developing their dissertation and design thesis. This module aims to help students understand the briefing process and its 2) Theory Forum: a mini-conference that management in a changing world addressing introduces different thematic approaches the requirements of all teams involved in the and topics in the histories and theories of design process. It also aims to get students to architecture and urban design, the history reflect on the nature of architectural practice of ideas, and the related disciplines of art, based on a critical self-appraisal of their own cultural studies and landscape studies and experience. initiates their application in critical debate. Each year the subject of the Theory Forum Built around intensive lectures and seminars changes – this year it will focus on the theory series, the module will develop students and design of public space. understanding of multi professional collaborative working to help them in dealing Assessment: with both clients and users, understanding - a written academic essay reflecting critically the implications of multidisciplinary upon presentations in the Theory Forum teamworking and the various types of practice. The focus of the module is on ARC554 Environment and Technology understanding, managing and improving the Co-ordinated by Aidan Hoggard briefing process. A creative investigation of construction, The module will be delivered through environmental and technology issues and intensive workshop/seminar/lecture their integration with architectural design. sessions. The skills of environmental simulation and analysis and their integration into a design - lectures- are to be given by both internal project are introduced. All design work is lecturers and external visitors to introduce integrated into the studio design projects. specific issues concerning briefing and practice The course is delivered through: - workshops- are to be facilitated to further A series of case study lectures investigating explore practical issues introduced during in detail a range of technology issues and lectures. approaches and two main technology
– The University of Sheffield - group work assignment- candidates will introduction, structure and bibliography work as a team to put in practice the issues will be developed in ARC553 and under the they learnt about working in a collaborative guidance of individual tutors. way and will give a seminar about their group Individual tutorials are scheduled during both work. semesters of the 5th year. Also scheduled are - individual assignment- candidates will whole year seminars and shared literature produce an essay about their individual input reviews on related topics in the group work. Assessment of the module is based on The module assignment will be based around a preliminary submission setting out the ‘live project’’ that the students have research question, context and proposed undertaken in the first semester, thereby methodology, and including bibliography, contextualising potentially abstract ideas in a literature review and dissertation plan. real context. MArch Architecture and Landscape Assessment will be in the form of an Modules individual essay submission. LSC6017 Landscape Professional Practice ARC556 Dissertation 1 Co-ordinated by Mel Burton Co-ordinated by Carolyn Butterworth The module covers three core areas The MArch dissertation is a critical written relating to landscape architecture practice; study on an architectural subject chosen by Professional Practice, Environmental Law the student. It is seen as an opportunity to and Planning, and Landscape Contracts. investigate an aspect of architecture in which These will touch on issues such as ethics, the student is interested and would like to professional appointment and relationships, explore in more depth. The dissertation the Landscape Institute and Pathway may involve original research and contribute to Chartership, relevant landscape and to the subject area through reasoning and environmental law and contract law, contract critical analysis. documentation, forms of contract and procedures. The dissertation is a critical written study on an architectural subject chosen by the The achievement against the learning student and supervised by a tutor. It includes outcome will be assessed through two pieces commented illustrations, appropriate of writing: references and a full bibliography. - a structured reflection following a The dissertation is undertaken with expert recognised methodology to focus on your advice from the staff. Students work under development as a ‘professional’ landscape the guidance of individual tutors starting architect and to develop your skills as a in the first semester of the 5th year. ‘reflective practitioner’. Students are allocated to individual staff - production of contract documentation, for tutors, according to their areas of specialist the construction and management a green knowledge and expertise. They provide space design project, that follows a standard specialised guidance on all aspects of the methodology (based on JCLI contracts) work on the dissertation. introduced in the lecture series. Topics for the dissertation as well as its
– The School of Architecture. MArch Student Handbook 24.
LSC6046 Design Research Study For full LSC module descriptions please Co-ordinated by Laurence Pattacini visit www.sheffield.ac.uk/landscape/ resources and click on Module Descriptions This module provides an opportunity to Postgraduate. engage in autonomous study and research of a chosen area, informed by appropriate MArch in Architecture: Collaborative theoretical framework. The research can Practice Modules touch upon science, policy and theory as well ARC590 Reflective Design Practice as precedent studies. Co-ordinated by Satwinder Samra The study will consist of a well-illustrated During Year 5, emphasis is placed upon the essay based on a structured and critical development of research by reflective design review of research and practice in a selected where practice based learning becomes a area. This might take the form of a literature tool to rigorously investigate lines of enquiry. review identifying key areas in the topic chosen and summarising key findings to The aim is for students to research, analyse, inform the decision and design making and reflect on their current practice project process. Alternatively the review maybe more and develop alternative outline proposals. orientated towards practice and comprise a Specific programmes and projects will well structured critical study of precedents; vary on an annual and individual basis. The for example linking a series of projects or projects are chosen in liaison with the the work of a particular designer or design student’s Practice Mentor and Course Leader practice. to develop research by design skills. The required output for this module is a There is an emphasis on students being able structured written text following academic to participate in a meaningful dialogue with norms and expectations. The expected design methodologies used in contemporary length is between 3000-5000 words but practice. it must also include high quality original visual materials to complement the text and The unit is assessed through project work illustrate the critical analyses of concepts which will combine analysis and evaluation and/or precedents. of data as well as production of alternative outline proposals appropriate to the LSC5010 Urban Landscape Planning individual project. The project output will Co-ordinated by Professor Eckart Lange include practice based presentations as well as A3 portfolio. This module aims to give students experience of urban landscape planning at different ARC594 Environment and Technology in scales, ranging from strategic planning to Practice 1 physical masterplanning; and prepares them Co-ordinated by Aidan Hoggard for the Planning-Design strand of the Special Project, undertaken in semester 2. Students This module is a creative investigation of are required to work in the challenging architectural technology within architectural physical context of Parkwood Springs, and practice. The module is delivered entirely are encourage to develop a strong theoretical through distance learning to students based and conceptual basis for their approach, within architectural practice covering the based on key texts introduced during the following: module.
– The University of Sheffield • The global context of climate change landscape and urban design. and the role of architectural practice in ARC597 Reflections on Architectural Practice terms of mitigation and adaptation. Co-ordinated by Satwinder Samra • The principles and skills of building This module involves student reflections on environmental simulation, analysis their experience in practice and comparing it and design and their integration to their experience of design within a School into practice based design. of Architecture. The module will be broad • The principles and application in ranging, looking at the influence of factors practice of advanced architectural including: briefing, design philosophy, design construction and materiality. development, budgets, sustainability and regulatory requirements. • A critical understanding of the application of integrated technology Assessment will reflect student’s individual in architectural practice. experiences and situations through a personal Reflective Journal. The work will Assessment: also relate to the Professional Experience and • Complex Material Assembly: A Development Record (PEDR) as required by creative exploration of the materiality the RIBA. and 3 dimensional assemblies emerging in your studio project.
• Detailed Integrated Technology: The final project drawings, demonstrating the integration of technological proposals into the project. ARC596 Dissertation Proposal Co-ordinated by Ian Hicklin/Satwinder Samra This module develops a critical written study. It is an opportunity for students to investigate an aspect of architecture in which they are interested and would like to explore in more depth. There is an option to relate the subject to a current or future topic that could have relevance to the practice. In this case the student will become a ‘researcher-in- residence’. The dissertation may involve original research and contribute to the subject area through reasoning and critical analysis. Topics usually fall within one of the following subject areas: architectural theory, architectural history, technology/environment, structures, management and practice, CAD/digital realm,
– The School of Architecture. MArch Student Handbook 26.
Year 6 modules A range of diverse project types and architectural approaches is offered through ARC560/561 Design 3 and 4 the variety of studios offered by different Co-ordinated by Leo Care tutors. To ensure students gain an awareness The development of advanced architectural of differing approaches to design, they may design skills in the MArch is based on a not follow the same studio in fifth and sixth ‘design studio’ system. Design studios are year. An individual learning contract with each diverse and specialist studios that explore student reinforces the need to cover a full current challenges and opportunities in range of skills architecture. Students are encouraged to Assessment is by review and portfolio develop a critical approach to the production examination. of architecture in contemporary society, learning from the past and visioning the ARC562 Live Project 2 future. The design studios offer students the Co-ordinated by Carolyn Butterworth freedom to experiment with ambitious and This module comprises the ‘live project’ innovative spatial proposals and develop their aspect of the studio programme. Projects own lines of enquiry while being supported by vary on an annual basis, but are chosen to tutors who offer excellent specialist research develop student’s skills in design, briefing, and practice experience. Specific projects client liaison and project management. and programmes vary on an annual basis, but Project content ranges from strategic to are chosen to develop students’ research by detailed design and sometimes involves design skills, integrating technological, social, construction. The projects in this module are environmental and cultural issues. almost entirely group based, with students In Y6 the emphasis is upon the development working in teams of 9 –12 people. of an individual thesis project. Building on Students will work directly with a real client the development of research by design with no tutor acting as intermediary. Each skills gained in Y5, students are expected group will have a ‘mentor’ who will offer to develop a complex architectural spatial support through regular meetings, but will design through rigorous research. Students not steer the group or make decisions for are encouraged to integrate knowledge from them. other modules, such as their dissertation, Y5 option module and live projects. There is also The assessment of the live projects takes an opportunity for students to submit joint into consideration all aspects of the thesis projects. process; group working, brief development, communication with the client, management The course is delivered through studio and design production. Assessment is teaching, with regular individual and group undertaken on the basis of submitted tutorials, workshops, project reviews and material, public presentations, reflective portfolio reviews. Specific tutorials and reviews, client and mentor responses. workshops on technology are given to ensure that a range of technical issues are Method of assessment: 40% of mark attached fully integrated into project designs. Cross to a group presentation to students, mentors reviews between studios are used to ensure and clients 60% of mark attached to a group that students are exposed to a wide range of reflective review. approaches and criticism.
– The University of Sheffield ARC583 Design Manifesto ARC585 Management and Practice 2 Co-ordinated by Carolyn Butterworth Co-ordinated by Simon Baker The Design Manifesto is written in association This course develops students understanding with the Y6 thesis design project. The of procurement processes in the teaching of this module will be delivered construction industry and introduces costing via introductory seminar and individual and cost control mechanisms. and group tutorials with studio tutors and The module aims to introduce students to specialists. the new, collaborative forms of procurement Each student will be encouraged to develop emerging within the construction industry. the Manifesto critically and creatively in a way The aim is to allow students to apply this that is relevant to the issues that are most understanding to their own design work. pertinent to their project and the design The module will be delivered through approach they have taken. intensive workshop/seminar/lecture Assessment is in the form of a Design sessions. Manifesto that emphasises the visual • Lectures- are to be given by both internal communication of the methods, themes and lecturers and external visitors. processes informing the student’s design thesis project. The Manifesto acts as a critical • Workshops- are to be facilitated reflection and stance towards the ongoing to further explore practical issues development of academic enquiry via the introduced during lectures. thesis design project. The assignment will be based around the As a minimum, the report should set out the student’s own major design project in research question, theoretical framework, order that they can critically appraise their programme development and site analysis own work in relation to professional and of their thesis project. It should include a management issues. bibliography citing the sources used. The module is designed through comparative ARC584 Environment and Technology 2 analysis in seminars and workshop Co-ordinated by Aidan Hoggard format, focusing on examples of existing and emerging procurement methods. It A critical investigation of construction, also includes a intensive seminar series environmental design and broader which covers: cost management; the legal, technology issues and their integration within professional and statutory frameworks for architectural design. The module is delivered design. through detailed tutorial input in relation to the development of technology within your The assessment will be in the form of a thesis project. report related to the student’s thesis design project. The assessment will describe the There are two main assessed components: scheme in relation to the following issues: • Technology components of the • Procurement and delivery of the project. combined thesis reports • Cost control mechanisms which • Drawn sheets showing the detailed may be applied to the project. integration of technology into the developed thesis design project
– The School of Architecture. MArch Student Handbook 28.
• The legal, professional and statutory with architecture ARC 560 & 561. frameworks as applied to the Working on your own initiative, with tutors project, including health and safety acting as advisors and consultants, you are and inclusive design issues. required to identify a site or study area, ARC696 Dissertation 2 collect and evaluate relevant background Co-ordinated by Carolyn Butterworth information, carry out appropriate surveys, develop plans, strategies and/or designs at an This module continues from ARC556 appropriate level of detail and communicate Dissertation 1 carried out in Y5. your findings and proposals through In the majority of cases the submission and appropriate outputs, including a collated assessment will be through the form of a portfolio and verbal examination. dissertation, but it may take other approved The unit is assessed through project work forms depending on the nature of the which will combine analysis and evaluation of specialist work being undertaken. data as well as visual material communication In all cases, submissions are expected to proposals appropriate to the individual demonstrate a comprehensive, rigorous and project. The project output will be the coherent treatment of your chosen subject, preparation of material for public exhibition and to demonstrate analysis in terms of and at the end of the project candidates information uncovered and/or the exercise of will be required to present their work to a critical reasoning. Whatever the methodology panel of internal examiners with and external and presentation format adopted, these moderator from landscape practice. You should be appropriate to the subject being will be required to respond to questions, explored, and should positively contribute to participate in discussion of their work and its analysis and communication. defend it against any criticisms that may be made. Assessment of this module is based on the following submission: For full LSC module descriptions please visit www.sheffield.ac.uk/landscape/ A dissertation incorporating illustrations, resources and click on Module Descriptions appropriate references and a full Postgraduate. bibliography. It must be typewritten and bound. MArch in Architecture: Collaborative Practice Module Descriptions MArch Architecture and Landscape Modules ARC696 Dissertation: Collaborative Practice Co-ordinated by Jian Kang/Satwinder Samra LSC6015 Special Project Coordinated by Eckart Lange/Howard Evans This module develops and consolidates the critical written study instigated in Year The Special Project aims to test your 5 (Dissertation Proposal: Collaborative readiness to enter the landscape profession. Practice). It requires you to complete an independent project from start to finish to a professional The module assimilates and concludes the standard. You will select a project covering initial work towards a critical reflection and different strands of landscape architecture, conclusion through the production of the including planning, design, and integration written dissertation or research document.
– The University of Sheffield ARC6983 Participation in Architecture Additional Modules. and Urban Design Year 5 option modules (Sem 1) Leo Care The MArch Architecture offers an additional 15 credit option module which you can ARC6977 Spatial Practice & Development choose from the following list. We cannot (Sem 2) guarantee your first choice as there are Dr Beatrice De Carli limitations on capacity on some modules. ARC 6984 History and Theory of Urban Further detailed information will be made Design available in Week 1 introductions with choices (Sem 1) made at the start of the autumn semester in Dr Florian Kossak year 5 ARC 6975 Trajectories on Urban Design Most of these modules are core to one of our Practice taught masters courses and are also open to (Sem 2) students on these courses to take as option Dr Claudia Bernal modules. ARC 6741 Critical Spatial Theory For more detail about these modules please (Sem 1) contact the individual module tutors. Dr Emma Cheatle ARC571 Reflections on Architectural ARC 6742 Politics of Architecure and Education Urban Design (Sem 1) (Sem 2) Daniel Jary Dr Krzysztof Nawratek ARC 6811 Parametric Architectural ARC 6771 Future Climates Geometry (Sem 2) (Sem 1) Professor Renata Tyszczuk Dr Tsung-Hsien Wang ARC 6780 Building Environmental ARC 6812 Building Information Modelling, Simulation Management and Analysis (Sem 1) (Sem 1) Aidan Hoggard Dr Tsung-Hsien Wang ARC6821 Materials for Low Impact Buildings: Theory (Sem 1) Professor Fionn Stevenson ARC6840 Renewable Energy (Sem 2) Dr Sally Shahzad ARC6874 Conservation and Regeneration Principles and Approaches (Sem 2) Dr Magda Sibley
– The School of Architecture. MArch Student Handbook – The University of Sheffield This Live project builds upon and develops Live Projects 2018. relationships fostered in the Wincobank area 01 The Ingle Way of Sheffield through previous Live Projects: Vision for Wincobank in 2012 ,Wincobank Client: Brendan Ingle Foundation Heritage Learning Centre in 2013 and The Location: Wincobank, Sheffield Ingle Gym 2016. There is also potential for Mentor: Satwinder Samra input from University communications and The Brendan Ingle foundation support and Media outlets who would could film and help to run St Thomas’s gym. The gym was publicise the process and outcomes as set up by Brendan Ingle in 1964 and has a developed by the group. worldwide reputation for nurturing talent Keywords: fitness and wellbeing, art, such as Herol ‘Bomber’ Graham, Prince landscape, connectivity Naseem Hamed and Kell Brook. Brendan Ingle passed away earlier this year and the Ingle Type of Project: strategic and detailed design, Way will help to provide a positive legacy future vision of his values and aspirations. Artist Gordon 02 A New Home for Paces Young who has worked with the Foundation before has already designed ‘The Square Client: Paces Ring’ which will be incorporated into the Ingle Location: High Green, Sheffield Way. Mentor: Leo Care The Gym is located next to the Wincobank For over 20 years, Paces has been providing Community Centre in Wincobank North East specialist education for children and Sheffield. The Meadowhall shopping centre adults with cerebral palsy and other motor is a short walk away from this area. However disorders. Originally started by parents, people have to currently navigate not only Paces now supports over 30 children and Tyler St, which is a very busy alternative, their families, as well as a range of adult route for both the M1 and the shopping groups. Paces is renowned for its conductive centre but also an undulating and often education programme; a specific pedagogical unmaintained pedestrian landscape. approach for people with neurological conditions. The Paces centre is based in a Initial client aspirations include improving the former secondary school building, which route between Wincobank, Meadowhall and has been adapted over time, but is no longer the surrounding area with a view to creating a fit for purpose. Paces is therefore in the sensory and interactive route for all ages and process of developing a strategy for a new demographics, explore how access, signage facility that will almost double its capacity and and route finding can be improved for all incorporate community facilities. There is no users, develop ideas for external spaces specific site or location earmarked currently. around gym and how these can connect to The aim of the project is to form a vision the wider context. Ideally the project should for the new facility - to create one of the reveal hidden opportunities for forgotten leading purpose-built conductive education external spaces in the area and how these centres in the country; working hand-in- can promote well being and a more inviting hand with children, families, staff and wider safer environment and explore how the active stakeholders. footfall to Meadowhall can be encouraged to venture further around Meadowhall and Keywords: conductive education, state-of- beyond into Wincobank. the-art, community – The School of Architecture. MArch Student Handbook 32.
Type of Project: strategic and concept design, 04 Brookfields Park feasibility, future vision Client: Dearne Valley Landscape 03 People’s Kitchen Partnership Location: Rotherham Client: People’s Kitchen Mentor: Howard Evans Location: Pitsmoor, Sheffield Mentor: Carolyn Butterworth Brookfields Park was created in the late 1990’s as part of the wider commercial People’s Kitchen is a group of residents development in the area. The park sits on the in Pitsmoor who are hoping to develop a former site of Manvers Main - a large colliery community hub in the stables attached site that has been planted with hundreds to Abbeyfield House in Abbeyfield Park, of trees but lacks any sense of identity or Pitsmoor. This new community facility would recognition of its history. The landscape is include a cafe, training kitchen and wood a scarred post industrial landscape now fired oven and an event space. dominated by massive distribution sheds. The group have received a small lottery The Dearne Valley Landscape Partnership fund to assess the feasibility of the project are proposing to develop Brookfields Park and the purpose of the Live Project is to into a much more attractive amenity for local explore design options in collaboration with people and visitors. key stakeholders and local people. People’s The site has existing infrastructure in terms Kitchen have been running pop-up cooking of car parking, access points, a path network, events in the Park and they have been a great routes across the site and mixed habitats. The success. Pitsmoor is one of the most diverse Trans Pennine Trail runs directly through the areas of Sheffield and this project hopes to site, alongside the River Dearne. This attracts create a place that celebrates the diversity a large number of people walking, cycling, of Pitsmoor and brings people of different running or riding along it. However, this does cultures together through sharing recipes not necessarily result in people exploring the and food. whole Brookfields Park site due to a lack of You will explore the potential of the derelict signage, information boards or awareness of stables buildings to house the People’s what the site contains. Kitchen, test ideas through public events, There are significant opportunities to while working from a base in Abbeyfield develop the interpretation and identity of House. the area through wayfinding, public art We will start the project as we mean to go on and architectural interventions, as well as - eating well together! improving biodiversity and an enhanced approach to management of the site. This is This project is run in partnership with the an interdisciplinary project that combines Urban Education Live research project. landscape, architecture, ecology and tourism. Keywords: food, social inclusion, diversity, DVLP have follow-on funding that could community deliver your design ideas within the next 12 Type of Project: vision for a building, pop-up/ months! events Keywords: landscape, post-industrial, recreation, heritage, ecology Type of Project: strategic and detailed design – The University of Sheffield 05 BUDA Students will be able to liaise and engage with the current owners, neighbours, government Client: Spatial Development Department, representatives to understand their wish Flanders lists. Location: Brussels, Belgium Mentor: Simon Baker Students will visit Brussels during the first week of October, October 5th – Monday 8th. This Project builds on the lessons learnt from During the first visit the client is organising last year’s Made in Brussels Live Project: a small exhibition on the past, present and www.liveprojects.org/2017/made-in-brussels/ future of the Buda area. On October 7th the The Department Omgeving Vlaanderen Flemish chamber of commerce is organising is the client, for the development of five an open companies’ day. Five businesses government owned parcels in Buda, Brussels. in Buda are participating and access will be The large site is partly occupied by existing provided to the students and public. Other and active companies. The site is owned, side events will be planned by the client and by different government bodies; City of Buda team. There will be a second visit to Vilvoorde, Flemish Waterways and Brussels Brussels during week four of the project to Port Authority. consult with business owners and the client. The intention is to, retain production You can find a presentation; summarising and manufacturing in the city through the challenges and huge opportunities the redevelopment of the combined site for the Buda area: www.youtube.com/ to demonstrate exemplary practice of watch?v=bfDDHzGbzy0 integrating production within a city / Expenses for travel and accommodation have mixed use urban context. The project will been allowed for within the client’s budget for explore the retention of existing businesses, the live project team. additional uses, infill solutions, alternative occupants and strategies to connect adjacent Keywords: industry, infrastructure, catalyst areas and businesses. Architectural solutions Type of Project: strategic and concept design, will explore solutions which meet the future vision operational needs of existing manufacturing and industry as well as providing additional 06 Meersbrook Hall space / use(s) and resolve potential problematic adjacencies. Students can Client: Ruskin in Sheffield explore different possibilities for the Location: Meersbrook, Sheffield collective use of this space. Mentor: JP Walker The client is looking for architectural Meersbrook Hall sits on a steep hill in 40 proposals that demonstrate the benefit of acres of parkland in Heeley, and between working collectively, (public owners and the 1890 and 1953 was home to The Ruskin private partners) to jointly redevelop the site Collection. John Ruskin was an important to establish a model of integrated collective Victorian artist, writer, critic and campaigner industrial development as a catalyst to future for social justice. His writing and theories revitalisation. influenced Gandhi, William Morris and the early Labour Party and his remarkable collection of landscape paintings, botanical and architectural drawings, prints, architectural casts, minerals, illustrated – The School of Architecture. MArch Student Handbook 34. books and coins was gifted to the working All About You have very recently acquired people of Sheffield for their education and Woodthorpe Community Centre and have inspiration. ambitions to improve the services and spaces it offers to the estate. Across the road For 60 years The Ruskin Collection was “a from the Centre are abandoned buildings national treasure in a local neighbourhood” which they think would make fantastic new and then was moved out of Meersbrook Hall workshops providing much-needed social and now resides in the Ruskin Gallery in the facilities for the community, in particular city centre Millennium Galleries. elderly men. Meersbrook Hall is now owned and run Through creative engagement activities you by local community group Friends of will work with local people to find out what Meersbrook Hall. You will work in residence they would like to use the Centre for and in the Hall with the Friends and your clients, to develop a shared design vision for the the community arts programme, Ruskin in Centre and the Workshops. Your ideas could Sheffield, to develop a vision for the building become the catalyst for attracting funding as a sustainable community asset. You will and a better future for the residents of the have the opportunity to engage local people Woodthorpe estate. and schoolchildren in the development of this vision. The Friends hope that the Hall can be Keywords: neighbourhood, community, the a heritage learning resource for thousands elderly of local adults and children embodying the Type of Project: concept and detailed design, Ruskinian ethos of art, knowledge and beauty existing buildings, future vision for everyone. 08 Greening Tinsley Keywords: heritage, art, neighbourhood, community Client: Tinsley Tingas Location: Tinsley, Sheffield Type of Project: events, strategic and detailed Mentor: Mark Parsons design, future vision Greening Tinsley is based at Tingas (the 07 Woodthorpe Community Centre project name for the former Tinsley Infant Client: All About You School and Nursery) closed in 2016 due to Location: Woodthorpe, Sheffield poor quality as a result of its close proximity Mentor: Jenny Clemence to the M1 motorway. All About You formed over 15 years ago to The building, owned by Sheffield City Council, regenerate the Woodthorpe estate in the has been temporarily licensed to Studio east of Sheffield and are now a registered Polpo (a local social enterprise architectural charity that focuses on supporting vulnerable practice) who initiated a project to create a and marginalised people in Woodthorpe and financially self-sustaining community hub in beyond. Woodthorpe is a housing estate of the building. approximately 2500 people and was built The project is working with diverse set of in the 1930s. The estate suffers from high stakeholders and aims to transfer the license unemployment, especially amongst young to Tinsley Forum in 2019, so that the building people and a real lack of community facilities. can act as part of a ‘campus’ of networked Over a third of the population are over 65. community facilities, including the library (subject of a Live Project in 2017). – The University of Sheffield The site is of interest to the council and design ideas for the AR’ City Festival. You University of Sheffield, as a place to monitor will explore the potential for connections to and test strategies for the reduction of be made between young people and their pollutants. The Greening Tinsley Live Project city through digital technologies and playful will be working closely with both the Bio means. Engineering and Landscape Departments, as Watch the video: https://aalfy.org/arcity well as their industrial partners, to design and build test rigs (algal tubes and green walls) Keywords: digital and immersive for use on the site, but also look at strategies technologies, festival, young people, play that use these to engage local people and school children in particular with issues Type of Project: detailed prototyping, involved. strategic vision, events-based Keywords: wellbeing, ecology, 10 The Woodbourn Innovation Hub neighbourhood, community Client: Pakistan Muslim Centre Type of Project: detailed prototyping, Location: Darnall, Sheffield strategic vision, research Mentor: Dan Jary 09 AR’ City: Sheffield The Woodbourn Innovation Hub is a community-university partnership and Client: Aalfy outreach initiative between the University Location: Sheffield – based at Live Works of Sheffield and the Pakistan Muslim Centre Mentor: Kasia Nawratek (PMC). The project seeks to create an emancipatory space in east Sheffield where “Based on the concept of playablecity.com the University can work with grassroots and using play as a way of connecting with groups from across the city to effect citizens, Ar’ City aims to add memorable meaningful social change through dialogue, experiences in our everyday moments on the collaborative education, research and high street. innovation. The Hub will be based in a former Ar’ City: Sheffield launches in 2019 as a 2 Infant School building that forms part of the week festival of creativity led by young people PMC on Woodbourn Road in Darnall (http:// across the city, supported by local businesses www.pmcuk.org/about). and for all Sheffield folk. The aims of the Live Project will be to At the heart of Ar’ City are young people. We work with the partners and surrounding want young people to have a voice in the city, communities to further develop the vision for them to be proud of their city and engage for the Hub, generating ideas for how the other citizens to explore unique experiences. existing space can best be animated through a potential schedule of events, activities, The aim of Ar’ City is to bring citizen together lectures, residencies, installations and and celebrate the creativity of young people exhibitions, together with ideas for how in the city. Ar’ City: Sheffield will culminate in the space itself can be transformed into an a city-wide festival encompassing workshops, attractive, welcoming, accessible, adaptable events and installation accross the city.” and contemporary space that supports You will be working with client Aalfy (our collaboration and social innovation. partners in Live Works) and stakeholders across the city to develop and prototype
– The School of Architecture. MArch Student Handbook 36.
The hope is that the Hub can become a base Church to promote heritage of the for engaged learning and applied research building and of the Byker area in Darnall and the wider city, forming part This project is run in partnership with the of a network of ‘satellite’ University spaces Empowering Design Practices research including Live Works and the AMRC. project. Keywords: collaboration, civic university, Keywords: heritage, faith, young people, communities, social innovation community Type of Project: events, detailed design, Type of Project: pop-up/events, detailed existing buildings design 11 St Michael’s Church 12 Co-Producing Glossop Client: St Michael’s Byker Client: Victoria Arts Centre/High Peak Location: Byker, Newcastle Borough Council Mentor: Russell Light Location: Glossop St Michael’s Church is a 19th Century Grade Mentor: Bryan Davies 2 listed church that sits within the famous “Glossop is blessed with some significant Byker Wall 1970’s housing estate in Newcastle. assets which, with the right combination In November 2016, after 15 years away, the of passion, commitment, astute planning congregation of St Michael’s made the move and positioning, could help the town back to the building. Because the building to thrive again. Glossop can become a is in such a bad state of repair they use a leading small town for cultural activity and temporary marquee in the main space of the creative business. It can utilise connectivity building as a worship area that can be heated to Manchester, its good quality of life, in winter. industrial and civic heritage, and growing The Church building needs considerable creative talent base, to give renewed vigour modernisation for it to have a sustainable and vibrancy where other small towns are future. This project will focus on engaging struggling to find a purpose.” Glossop’s the local people to develop designs for the Creative Industries Assessment church that will serve the community in the The birthplace of fashion designer Vivienne many years to come. Westwood and location for popular TV show The aims of the Church include: ‘The League of Gentlemen’, Glossop has exciting potential. The town has a community • a flexible and adaptable main space of incredibly talented and skilled individuals within the Church that can be used and businesses who are dedicated to improve as both a worship area and events Glossop’s cultural ecology and build local space for youth events, music gigs, capacity to create a genuine sense of place pop-up events and conferences and distinction. There are a number of • a kitchen and cafe parallel initiatives underway which support the creative regeneration agenda for Glossop, • facilities to support young including restoring the Victoria Hall into people in the estate a new arts and performance venue with • the enhancement of some of the community space and the redevelopment of Church’s original features within the the Glossop Open Halls.
– The University of Sheffield This Live Project will explore: Issues to be considered: • how can the existing cultural and • Sense of ownership: a building that entrepreneurial activities be coordinated Sheffield is proud of and people want and developed to improve the town centre? to spend time in, to be a destination for citizens and visitors to the city • how can participation in and excitement about the future of the town be fostered • People: visitors, audiences, staff amongst the local community? • Access – for people of all ages • what is the role of the Council in the and abilities and for objects transformation of the town centre? • Effective uses of space with inbuilt • how can design ideas be used to flexibility of configuration and function attract funding, partnerships and • The building is a heritage asset more people to get involved? that must deliver an excellent Keywords: heritage, place-making, arts & contemporary experience creative industries • Environmental quality and sustainability Type of Project: urban strategy, events, future • With a thought to security, financial vision sustainability and commercial opportunities 13 Graves Gallery/Central Library • Context – i.e. Tudor Square, the Theatres, Client: Museums Sheffield Sheffield Hallam University masterplan, Location: Sheffield plans for Heart of the City II, Castlegate Mentor: Mark Emms and other city centre cultural facilities. Sheffield Central Library accommodates Keywords: heritage, art, information, civic lending and reference libraries, the Library Type of Project: concept and detailed design, Theatre and The Graves Art Gallery. The future vision facilities are outdated, access is problematic and the fabric of the building is decaying. The 14 A Community Hub for Gleadless building needs urgent attention in terms of its construction but also in terms of its role Client: Friends of the Valley in the city centre and for the whole city of Location: Gleadless, Sheffield Sheffield. Mentor: Emre Akbil The redevelopment of the Graves Gallery Sheffield Central Library accommodates and Central Library is a priority in Sheffield lending and reference libraries, the Library City Council’s (SCC) Masterplan. SCC and Theatre and The Graves Art Gallery. The Museums Sheffield have been developing facilities their future plans for the services they Friends of the Valley (FoV) is a new currently deliver in the building – options community group that has been established range from an integrated library and gallery in Gleadless Valley. It has been created to give facility to its transformation into a new gallery local people more of a voice in the decisions or ‘Cultural hub’ with a new-build library or affecting their lives and the group is working ‘Knowledge Hub’ elsewhere in the city centre. with other local groups to provide input to This Live Project is to reimagine the future of the City Council’s current master-planning the building as an integrated library/gallery. process in the area, which is due to conclude – The School of Architecture. MArch Student Handbook 38. in May 2019. Through working with students from the Department of Urban Studies and Planning, FoV have identified the former Hemsworth School site at the junction of Blackstock Road/Constable Road as the location for new community facilities. Drawing on comments and ideas generated through engagement with local residents, the proposal is for a new community centre, small business start-up units, teaching spaces, maker-spaces and affordable housing. The purpose of this live project would therefore be to build on the initial work that has been completed by Planning students and to develop more detailed proposals for the ‘Hemsworth’ site in consultation with local residents. FoV are interested in exploring the possibility of using converted shipping containers in the development but are keen to explore many other options too. In addition, subject to confirmation, the students might also develop some ideas for a narrow strip of vacant land adjacent to Gaunt Road that is currently designated for self- build housing but which has remained vacant for over ten years. Keywords: community voice, social hub, neighbourhood Type of Project: concept design, new-build, future vision
– The University of Sheffield – The School of Architecture. MArch Student Handbook
HIGH STREET HEALTH HUB 40.
typology, but imbuing diverse projects with Studios 2018. the experimentation, fun and risk-taking that Studio in Residence playfulness entails. Architect and anarchist Colin Ward presented play as a subversive Tutor: Carolyn Butterworth act, a tactic that opposes the instrumentalism “The adventure playground is a kind pervading modern urban planning and design. of parable of anarchy, a free society in We will embrace play as an activist design miniature, with the same tensions and ever- research method to explore an architecture changing harmonies, the same diversity that is non-functional, open, unfinished and… and spontaneity, the same unforced growth playful! of co-operation and release of individual Our site is Sheffield’s ‘Steel Route’, running qualities and communal sense, which lie through the city centre between The dormant in a society whose dominant values Moor and the northern residential area are competition and acquisitiveness…Isn’t of Pitsmoor. This slice through the city there a place for the adventure playground or is full of possibilities for projects of all Colin Ward, its equivalent in the adult world?” scales and complexities, connecting areas Anarchy in Action, 1973 of regeneration and dereliction, civic This year Studio in Residence will be institutions, heritage, infrastructure and exploring the capacity of play in Sheffield to local neighbourhoods. Based at Live Works, engage, educate and empower citizens, of all SSoA’s ‘Urban Room’ on the Moor, we will ages, in the future of their city. We will use collaborate with community groups in playful means to develop playful projects that Pitsmoor, including Pitsmoor Adventure delight, surprise and quicken the senses. Playground, and others in between. Cultural historian Johan Huizinga claimed We will be ‘in residence’ - working actively on “civilization arises and unfolds in and as play” site with the people we meet there, keeping and so named our species ‘homo ludens’. The our eyes, ears and minds open to new spatial United Nations lists “the right to play” as a possibilities. We will find inspiration from basic human right for all. For many ‘play’ is projects and texts by Liane Lefraivre, Dunne an essential part of the human experience, & Raby, Colin Ward, Alexander Brodsky, a form of expression that engages the Haus-Rucker-Co, muf and Gordon Matta- imagination, brings people together and Clark. Prepare for the results to be playful fosters a healthy society. Play, however, is and therefore unexpected in architectural under threat – technology, traffic and lack programme, form, materiality and language. of urban space have curtailed opportunities References: for children to engage in the free, open- ended play that is so important for their C. Ward, Anarchy in Action, Freedom Press, development. For adults also, the growing 1996 precarity of employment, the blurred lines L. Lefraivre & H. Döll, Ground-up City: play as between work and leisure and, not least, the a design tool, 010 Publishers, 2015 societal expectations of being a ‘grown-up’ make it increasingly difficult to play. A. Dunne & F. Raby, Speculative Everything: design, fiction and social dreaming, MIT We will explore the opportunities that ‘play’ Press, 2013 brings to architecture, setting no fixed
– The University of Sheffield (re)-Activist Architecture We will explore increased densities and the necessity for luminal space to determine Tutor: Simon baker occupancies and interdependencies “Marseilles is a city of outsiders or different adding complexity; the immeasurable degrees of inside and outside where no-one phenomenological capacity of architecture is completely inside or completely outside”; to create the sublime and terrible…a Marseilles Mix William Firebrace critical strand, free from pseudo-science of functionalism. As outsiders we will explore the many versions of Marseilles; our perceptions and Students will explore architecture in weaknesses for tall stories and partial truths. the midst of life, interweaving several functions leading to interesting situations Cities have long been characterised by social which necessitate abandoning prevailing diversity; (Young 1990) City Life,’ a being conventions, to discover less obvious together of strangers’ – throwntogetherness and exciting alternatives. We will explore, (Massey 2005). The studio will explore ways cohabitation in which the rights of the in which to develop longer term meaningful individual and the interests of community are contact to reduce prejudice and foster in balance, a shared vision of the future…(not respect between different social groups. We a utopia) will continue to use Situationist techniques of Derive, Constructed Situation and Themes; Difference, diversity, encounter, Detournment to engage with context. Derived social relations, eroticism, coexistence, through observation, artistic participation chance, uncanny and history students will develop a narrative Arrival City: Milan describing a speculative proposition which is critical of the current status quo and offers Tutor: John Sampson an alternative amplification of evident cultural Since the outbreak of Europe’s refugee crisis, and social activity. Milan, the financial capital of Italy has become “The globalised architect must become more a major transit point for those landing in than just an artful visionary, but also a master southern Italy trying to reach countries in of the art of the political nudge, willing to act northern Europe to be reunited with family in multiple mediums and the simultaneous and friends or to look for work. scales of the chaotic new world disorder” – As more and more northern European Jenson M (2014) the architect of alterity. countries close their borders, Milan is Projects will speculate on future sites changing from a point of transition to a point of purposeful organised group activity, of arrival for many migrants. Since 1999, the bringing together people of different back percentage of non-Italian residents in Milan grounds with a reliance on active citizens. has increased from less than eight percent in We will explore; “Living together as equals 1999 to almost 19 percent in 2017. Projections in Dignity”, 2008, Council of Europe white from Milan’s statistical office suggest this will paper. Students will engage in the intangible reach 30 per cent by 2035. visceral qualities that contribute narrative A few tram stops from Milan’s historic to architecture developing contrasting and centre sits the San Siro neighbourhood. supporting coexistent narratives and uses to Constructed during the Second World War avoid the singular expression of architecture.
– The School of Architecture. MArch Student Handbook 42. as a model for the future city, including Ecosystem City 6,000 popular (council) homes. Today, 40% Tutor: Kasia Nawratek of the neighbourhoods 11,000 residents have a foreign background making the The central idea for this studio is Mikhail neighbourhood one of the most culturally Bakhtin’s idea of polyphony. We will use it diverse within the city. The majority of to read the city as a multi-voiced narrative inhabitants have a North African background where multiple voices are in constant (Egypt, Morocco), with others coming from dialogue and never exist in isolation. This idea Yemen, Peru, the Philippines and Romania. will also inform our design studio practice creating a holistic design method, where “San Siro is not only a problematic district the same approach is used to inform the of Milan: it is a complex reality, a social design studio methodology and formulate its laboratory that can help us understand theoretical agenda. where we are going”. San Siro Stories Our starting point will be the idea of The neighbourhood has a problematic polyphony used to redefine the city reputation in part linked to the abusive community as a multi-voiced narrative occupations (squats) that are prevalent in the of all living organisms including human area. Mapping San Siro, an Action Research and non-human voices. This inclusive city project based in the neighbourhood suggest community will open new interpretations that beyond the headlines there is something of urban sustainability and resilience, and else: a galaxy of micro-worlds where the understanding of the city as a biologically residents through the practices of everyday rich and active natural environment where life have begun to reorganise spaces, humans and non-humans can not only rewritten habits and rules of cohabitation. coexist, but also thrive. When viewed as a whole the neighbourhood can be seen as a cultural mosaic that In this scenario, humans, plants and animals constitutes both a richness and a challenge are all engaged in the constant dialogue for San Siro. through negotiation and transformation. Our challenge will be to insert architecture As a studio we will be collaborating with and architects as active participants into Francesca Cognetti De Martiis and Ida this dialogue, and examine our role in the Castelnuovo from the Polytechnic de milano construction of the city community. who run Mapping San Siro, Lucia Caister from Architecture Sans Frontiers, Emily Berwyn Our polyphonic design studio will be a testing from Meanwhile Space and Beatrice De Carli ground for ideas, where individual narratives from SSoA who was one of the founders of / projects engage in a constant dialogue, the Mapping San Siro project. creating a multivoiced studio narrative making space for exploration, speculation and Taking the San Siro neighbourhood as our experimentation. We will use the narrative point of focus the studio will continue to in various forms as our main method of explore the effect this mass migration and exploration and communication. In our urbanisation is having on our cities, focusing research, we will study rivers and canals as on the notion of the Arrival City. Operating as drivers in biological regeneration and urban transitional spaces for those entering the city, transformation. Arrival Cities in the words of Doug Sanders (author of Arrival City), are the places where the next great economic and cultural boom will be born. – The University of Sheffield Intergenerational Architecture • We will use work as catalysts for inventive and theoretical Tutor: Satwinder Samra investigations that are political, social, We will investigate how we can design and material and spatial in output. evolve an appropriate architectural response • We will realise that architectural for our current and future intergenerational speculation and production can co-exist. demographic. This will include exploring environments for play, education, living and • We aim to develop multiple working healthcare. methods that can expand the true spatial potential of your endeavours. As healthcare and well -being has improved so as the ability to live longer. Some have • We will question if architecture benefitted from healthy pension provision has to be frugal to be viable. and rising house prices whilst others face • We will view the technical through a bleaker and more challenging existence material and poetic engagement. facing reduced welfare provision and rising utility bills. • We will practice and develop our skills in navigating the process We shall explore the inevitable environments that exist for the young and the old and • We will consider if your collective studies explore if these can be improved. We shall can evolve into Future Practice(s) look at the provision at human, domestic and urban scales varying from the texture • We will aim to enjoy the process of of electric blankets, the acoustics of leaning producing architecture of merit. environments, the DIY adaptation of space, to Studio Learning Culture: Alternative the reliability and impact of bus timetables. Provision As we move towards depleting energy Tutor: Leo Care supplies and decreasing capital is there hidden ‘potential’ in places of decline. We This year, Studio Learning Culture will explore will build upon ideas developed in the alternative ways of learning and ask; What Pleasure and Austerity studio 2011 and 2012, are the opportunities for people who do not Ageing and Architecture studio 2013 and or cannot engage in mainstream education? Intergenerational Architecture studio with In response to this question, we will start Leo Care 2014, Ronan Watts 2015, 2016, 2017, by investigating the notion of alternative 2018. provision. This complex, controversial and vital service which has recently been under We will aim to ensure that we develop a government review. mutual and collective approach in all our work. This will encourage you to be mindful “...in order to access it (alternative provision) and reflective towards achieving a healthy children have to be branded a failure or and productive work/life balance. excluded in the first place, rather than it being a positive choice”. (House of Commons The studio proposals will be located in Education Committee Report, 2018) and around settings that have an indirect or direct link with Intergenerational The majority of young people in alternative Architecture. provision have special educational needs or an educational health plan. However, the life
– The School of Architecture. MArch Student Handbook 44. chances of people receiving this are much a sharing economy has become mainstream, reduced. So, what are the possibilities for promoting non-market production and social alternative provision and how might these be enterprise; a future where automation and developed? robotisation have changed the nature of labour and production, and transformed the Transcending the established alternative way people engage with local governance, provision system, we will explore what education, healthcare and cultural exchange. potential can be created outside mainstream education, as well as transformation from The studio will be located in the Don Valley, within. In order to address these issues which forms part of Sheffield’s proposed at different scales we will investigate the Advanced Manufacturing Innovation impact of the Global UNESCO Learning Cities District (AMID). This links new forms of Initiative, as well as place-specific localised advanced manufacturing to existing centres self-organised learning environments. of production, housing, education and We will also look at the future of education recreation. The aspiration is to develop and lifelong learning, and the challenges that a spatial strategy which can support the are presented by climate change, artificial creation of a socially dynamic and productive intelligence and increasing social inequality. city. We will reflect on our own learning and the Students will be encouraged to exploit structures that surround it. the opportunities offered by the disused Having previously been based in the Dearne industrial infrastructure which defines the Valley, Barnsley and Sheffield, this year we will area. This will open up possibilities for new start by taking-on the Sheffield City Region; forms of architecture which can re-connect examining if the recently elected regional the city via a network of active green Mayor has the capacity to create a tangible corridors. The aspiration is to go beyond difference to place and people, rather than existing models of urban regeneration, just improve economic partnerships. From embracing new technologies and design this strategic/political outlook, we will focus innovation in the provision of high quality on particular locations within the region, employment, housing and education, and the testing ideas and creating new ways of creation of an active and vibrant public realm. forging lifelong learning opportunities. The notion of collaborative production will Collaborative Production extend to the working methodology of the studio. Students will work collectively during Tutor: Daniel Jary the early stages of the project, sharing The prevailing economic model of speculation resources, ideas and approaches. Students and market-driven change is broken. The will be encouraged to develop spatial industrial exploitation of resources, followed propositions from the outset, generating and by disuse and abandonment, is no longer evaluating ideas about programmatic and acceptable or feasible. There is a need for architectural possibilities responsive to the greater recognition of interdependency, existing physical and social structures. social capital and local value. How might an alternative model be realised, and what kind of built environment might it generate? The studio positions itself in a future where
– The University of Sheffield Material Amendment narratives that provoke and prod into these contexts. The studio asks students to push Tutor: Bryan Davies against the norms of M-Arch project work, To make a material amendment to a site or to find alternative methods of making and building is to make a significant adaptation or communication to achieve un-expected and effect change to the existing situation. This compelling outcomes. year the studio turns towards coastal fishing LANDSCAPE + URBANISM / Civil communities, asking how architects might Revolutions have a valid role in shaping futures. Tutor: Howard Evans We have two sites. Grimsby in north east Lincolnshire once hosted the largest fishing The last 300 years have witnessed an fleet in the world. This had reduced down to incredible rate of change in the way in which just 5 trawlers by 2013. 70 % of the population we live with mass migration from rural voted leave in the 2016 EU referendum, yet communities to urban centres changing the economy is largely dependant on foreign the face of the country. By 2030 the World labour, sustainable fish stocks, and single Health Organisation predicts that 6.4 billion market trading. people will live in cities, with 41 mega cities of 10 million people. The studio seeks to explore Chioggia was a traditional fishing island in the how the towns and rural communities that Venetian Lagoon, now with a dwindling fishing are left behind can forge new identities from fleet and dormant factories. We will try to their rich but transient histories. ascertain how this shrinking community enclave and others like it are coping with the Newark-on-Trent is a small town in the manifold pressures created from a globalised East Midlands. The town grew from the food economy, in the shadow of ‘Venice’ the impressive Norman castle on the River Trent global brand, where over 20 million tourists as a market and local trading centre. The visit each year and huge cruise ships pass by town was the death place of King John and the local boats. later played a pivotal role in the civil war. Recent demographic changes relate to the In a sense both of these communities have increasing numbers of commuters living issues to do with representation. Venice around the town leaving a void within the is over represented with one view of itself town itself. as a cultural, touristic travel destination, whereas Grimsby has suffered due to its lack We will explore the landscape as an ‘agent representation in European politics. This of change, constructed from cumulative opens the door for us to investigate the role change rather than a rigid reality’1. This will of architectural representation, and the lead to investigations as to how we might architectural proposal (the M-Arch thesis) develop synergies between landscapes and as a thing, a tool itself to effect change more how we live and work within the modern akin with a contemporary art work, not just a rural ecology. The studio will consider the means to an end (the building). changes within the demographics of the rural townscape and the impact that this has on We aim to ask how architectural fiction the social needs of its inhabitants. and proposal can deal with and interject in complex temporal, political, social Located in and around Newark, the studio will issues, creating new realities, fictions and chart the transformation of the landscape
– The School of Architecture. MArch Student Handbook 46. and its impact on the communities along transience in activities and movement, the River Trent. As a studio we will explore and how the fabric of place responds to through a research led agenda, the changes increasingly rapid societal change. The studio wrought on an urban landscape by economic, will view place through both a collective and social and ecological agendas. Where individual lens, exploring not only how places possible we will adopt strategies of mitigation evolve and fluctuate in time, but also how the over adaption, looking particularly at the perception of places change in relation to impact of employment, commerce, and people’s movement and engagement in them, education on the sustainable growth of a thus reconciling personal narratives with civic rural community. The studio methodology contexts. incorporates a number of creative For a third consecutive year, the studio methods and tactical processes; narrative will be situated in Stoke-on-Trent, a unique development, mapping as a transformative polycentric city formed from six adjacent tool, interdisciplinary working, working with towns, located between Manchester and new futures thinking and landscape practices Birmingham and with a population of around to explore how transformation can happen half a million. Once a thriving industrial through the processes of collaboration and centre at the heart of the ceramics industry, participation. dominated by a large number of potteries The resultant projects will create briefs that and powered by the nearby coal mines, the will be wide ranging but may have a focus on city is rich in heritage and industrial relics. the development of operative communities Despite discernible manufacturing decline, and how they in turn develop support the wider city of Stoke-on-Trent still retains networks for health and wellbeing, learning, a successful ceramics industry that is working and living. supplemented by new enterprise, embracing tradition and innovation through both 1 James Corner, “Ecology and Landscape technology and artistry, and reinforced by as Agents of Creativity,” Ecological Design the region’s two universities and an emergent and Planning. Eds George Thompson and cultural scene. Frederick Steiner, New York: John Wiley & Sons.1997. p 81 The studio will focus this year on Burslem, the ‘Mother Town’ of the potteries. Once at Temporal Places: ‘Ready’ Burslem the forefront of the industrial revolution, the Tutor: Mark Emms town retains much of its nineteenth-century industrial heritage and townscape character, The studio is concerned with dimensions of including impressive civic buildings built time, from the persistent to the momentary, on past prosperity and local pride. Factory and aims to explore the evolution, closures and a decline in workforce however, inhabitation and adaption of particular places at the hands of late twentieth century through multiple time frames. globalisation, have caused deprivation, decay The studio will critically explore the enduring and depressed footfall within the town, most heritage of place, both cultural and material, evident in empty shopfronts and abandoned considering long-term issues of identity, buildings. But a fighting spirit exists in the continuity and change. Simultaneously we local community and the seeds of reinvention will consider historic places as the setting for are visible through an increase in festivals and everyday life and specific events, exploring events within the town, the establishment
– The University of Sheffield of new businesses alongside surviving historic potteries, and the commencement of reconditioning and reuse of Burslem’s historic buildings. As the motto engrained on the town’s coat of arms depicts, Burslem is ‘Ready’. Studio research of the past and engagement in the present will inform a hierarchy of values and approach to the material and cultural heritage of place, whilst a process of observation, analysis, propositional testing and reflection will act as a vehicle to further understand the physical and social context and explore creative possibilities for architectural intervention and the (re-) inhabitation of place. Projects will build upon themes of time and movement, exploring ideas of permanence and temporariness and notions of static and dynamic, within varied time frames and at multiple scales. Proposals will seek to address contemporary issues whilst recognising significance of the past, exploring in detail the material interface and transition between old and new. Throughout the duration of the studio we will record and represent time as an integral part of our iterative process.
– The School of Architecture. MArch Student Handbook 48.
– The University of Sheffield or exclude you from the University if they Student Attendance judge your non-attendance to be sufficiently and Absence. serious, although you would have the right to appeal against the Board’s decision. The semester dates are available to view at Please note you are also expected to be www.sheffield.ac.uk/about/dates/ available during the visit of the external You should be in attendance for the whole examiners in the June assessment period. of each semester. During the semesters, we Within your department, attendance expect that our students would be spending monitoring will be carried out by the taking a significant proportion of their time on of registers at seminars, by the submission independent study in addition to time spent of assessed coursework and by attendance with staff in the department. at dissertation supervision meetings. This information will be collated and uploaded Timetables onto a central University database to monitor All SSoA timetables are available via ‘my your attendance. timetable’ in MUSE. You can also export your timetable into a online calendar or access it Students should be aware that appropriate via the iSheffield App. For more details about action shall be undertaken in the event timetabling please go to www.sheffield.ac.uk/ of unauthorised absence. It is therefore cics/timetabling/students imperative that if you are absent from a class you discuss this with the programme Attendance coordinator, in advance if possible, or as soon as you return (for example after illness) so You should aim to attend all lectures, that your attendance record can be amended seminars and other learning activities for accordingly. your course. Not attending could affect progression through your course and Illness ultimately could affect whether you have completed enough credits to graduate. This If you are ill for periods lasting up to 7 is particularly important if you are studying a days, you should complete a Student Self- professionally accredited course where full Certification Form. Blank forms are available attendance is required. Your department will from the Student Services Information Desk inform you of its policy on attendance. (SSiD) which is located in the Student Union Building. The form is also obtainable from the If you cannot attend a class you must let the following website: module leader know in advance. In addition to this, you must provide the University with www.sheffield.ac.uk/ssid/forms/circs a completed Student Self-Certification Form For periods of illness lasting more than 7 available at: days or any illness affecting assessments, www.sheffield.ac.uk/ssid/forms/circs you are required to fill out an Extenuating Circumstances Form which is available from If you persistently fail to appear at classes, the website above. your progress may be reported to the Head of Department for review by the Faculty Board. The Board has the power to suspend
– The School of Architecture. MArch Student Handbook 50.
Religious holidays and examinations Change of programme of study, withdrawals, leave of absence If you are not able for religious reasons (e.g. Sabbath, Festival, Friday Prayers etc.) Information on how to change your status to take examinations on any day on which including how to apply for a leave of absence, examinations may be set during the year change course, and formally withdraw from (including Saturdays but not Sundays), you the University is available from SSiD. should complete a ‘Request for Religious You will need to fill out a form available from Observance Form’ by October 30th each year. SSiD: www.sheffield.ac.uk/ssid/forms Please note that once examination timetables have been set it is difficult for alterations Before completing the form, you should to be made. The ‘Request for Religious discuss your proposed course of action Observance Form’ can be found at with your Personal Tutor and you may also wish to consult the Careers Service and/ www.sheffield.ac.uk/ssid/exams/observance or the Students’ Union Advice Centre as Ramadan: Muslim students fasting during appropriate. You will need to complete the Ramadan are expected to continue with relevant sections of the form and take it to normal work and study. If you wish to discuss your department for approval. It should then an individual situation, please contact the be returned to SSiD in the Students’ Union. Muslim chaplain, [email protected] Leave of absence Group work During your studies you may face challenges For some modules you may be required to that you need time away from academic take part in assessed group work. So that study to deal with. This is known as taking all students can be assessed fairly for their a Leave of Absence (LOA). It “freezes” your contribution, you will be required to submit period of registration without academic or evidence of your participation in the group. financial penalty. Your department will inform you of what this If you think that taking a LOA might be a consists of and the marking criteria that will good thing to do, talk to your academic be used. department. Please look at our information online as well as there are many issues to consider: funding, how you can use your period of absence to prepare yourself for your return to studying, when to return etc. www.sheffield.ac.uk/ssid/leave-of-absence
– The University of Sheffield fellow or former students) and submitting Plagiarism, Collusion them as your own. It is considered dishonest and Unfair Means. and unprofessional. Plagiarism may take the form of cutting and pasting, taking or closely The University expects its graduates to have paraphrasing ideas, passages, sections, acquired certain attributes (see The Sheffield sentences, paragraphs, drawings, graphs Graduate). Many of these relate to good and other graphical material from books, academic practice: articles, internet sites or any other source • A critical, analytical and creative thinker; and submitting them for assessment without appropriate acknowledgement. • An independent learner and researcher; 2. Submitting bought or commissioned • Information literate and IT literate; work (for example from internet sites, essay “banks” or “mills”) is an extremely serious • A flexible team worker; form of plagiarism. This may take the form • An accomplished communicator; of buying or commissioning either the whole piece of work or part of it and implies a clear • Competent in applying their intention to deceive the examiners. The knowledge and skills; University also takes an extremely serious • Professional and adaptable. view of any student who sells, offers to sell or passes on their own assessed work to other Throughout your programme of studies students. at the University you will learn how to develop these skills and attributes. Your 3. Double submission (or self-plagiarism) assessed work is the main way in which you is resubmitting previously submitted work demonstrate that you have acquired and on one or more occasions (without proper can apply them. Using unfair means in the acknowledgement). This may take the form assessment process is dishonest and means of copying either the whole piece of work or that you cannot demonstrate that you have part of it. Normally credit will already have acquired these essential academic skills and been given for this work. attributes. 4. Collusion is where two or more students What constitutes unfair means? work together to produce a piece of work, all or part of which is then submitted by The basic principle underlying the each of them as their own individual work. preparation of any piece of academic work This includes passing on work in any format is that the work submitted must be your to another student. Collusion does not own work. Plagiarism, submitting bought or occur where students involved in group commissioned work, double submission (or work are encouraged to work together to self-plagiarism), collusion and fabrication of produce a single piece of work as part of the results are not allowed because they violate assessment process. this principle (see definitions opposite). Rules about these forms of cheating apply to 5. Fabrication is submitting work (for all assessed and non-assessed work. example, practical or laboratory work) any part of which is untrue, made up, falsified 1. Plagiarism (either intentional or or fabricated in any way. This is regarded as unintentional) is using the ideas or work fraudulent and dishonest. of another person (including experts and – The School of Architecture. MArch Student Handbook 52.
6. Facilitating the use of unfair means is www.sheffield.ac.uk/library/refmant/refmant where any student assists a fellow student The English Language Teaching Centre in using any of the forms of unfair means operates a Writing Advisory Service defined above, for example in submitting through which students can make individual bought or commissioned work. appointments to discuss a piece of writing. How can I avoid the use of unfair means? This is available for all students, both native and non-native speakers of English. To avoid using unfair means, any work submitted must be your own and must not www.sheffield.ac.uk/eltc/languagesupport/ include the work of any other person, unless writingadvisory it is properly acknowledged and referenced. What happens if I use unfair means? As part of your programme of studies Any form of unfair means is treated as a you will learn how to reference sources serious academic offence and action may appropriately in order to avoid plagiarism. be taken under the Discipline Regulations. This is an essential skill that you will need For a student registered on a professionally throughout your University career and accredited programme of study, action may beyond. You should follow any guidance also be taken under the Fitness to Practise on the preparation of assessed work given Regulations. Where unfair means is found to by the academic department setting the have been used, the University may impose assignment. penalties ranging from awarding no grade You are required to declare that all work for the piece of work or failure in a PhD submitted is entirely your own work. examination through to expulsion from the Many departments will ask you to attach a University in extremely serious cases. declaration form to all pieces of submitted Detection of Unfair Means work (including work submitted online). Your department will inform you how to do this. The University subscribes to a national plagiarism detection service which helps If you have any concerns about appropriate academic staff identify the original source academic practices or if you are experiencing of material submitted by students. This any personal difficulties which are affecting means that academic staff have access your work, you should consult your personal to specialist software that searches a tutor, supervisor or another member of staff database of reference material gathered involved. from professional publications, student The following websites provide additional essay websites and other work submitted by information on referencing appropriately and students. It is also a resource which can help avoiding unfair means: tutors and supervisors to advise students on ways of improving their referencing The Library provides online information via techniques. Your work is likely to be the Information Skills Resource submitted to this service. https://librarydevelopment.group.shef.ac.uk/ For further information index.html www.sheffield.ac.uk/ssid/complaints-and- The Library also has information on reference appeals/disciplinary-appeals management software
– The University of Sheffield Please follow the steps below carefully to Research Ethics and fulfill the research ethics requirements: Integrity. Step 1. Ask yourself – Will my research The School of Architecture strictly follows the project involve human participants, University’s Research Ethics Policy. personal data and human tissue? If No – The University’s Research Ethics procedure does All students and staff planning research not apply to your project. If Yes, move on to that will involve data collection from Step 2. people, for instance through public participation, interviews, asking responses Step 2. Consult the table on the following using questionnaires, taking personal page and assess how your research measurements etc., must abide by the sits within the SSoA Research Ethics University’s Research Ethics and Integrity Implementation Framework. Policy. You should read the University’s Step 3. If your research project is well guidance available on the research ethics and covered by any of the Approved Generic integrity website following this link: Research Ethics listed in the table below, www.sheffield.ac.uk/ris/ethicsandintegrity you need not submit a research ethics application. However, you must do the Golden Rules: following: 1. Before beginning any research that • Adapt the GDPR (General Data Protection involves working with people in the real/ Regulation) compliant templates for virtual world to collect data you must Project Information Sheet and Consent obtain ethics approval of two types: Form to your own project; the GDPG- Generic or Specific (see below). complinat template are available on MOLE; 2. If you begin collecting data from • Seek approval of your adapted sheet & people without having ethics approval, form from your supervisor and then apply it will lead to serious consequences the sheet & form when working in the field; for you and your course of study. Any research ethics application • If your project takes place outside the UK cannot be made retrospectively. in a non-English speaking country, you may need to translate your project information 3. Existing data may be re-usable only sheet, consent form and any documents if proper consent has been given in (e.g., questionnaire) into the local language the original data collection exercise; accessible to the local participants. however, any reuse of such data will require a new ethics approval. Step 4. If your project is not covered by any of the Approved Generic Research Ethics, you must submit your own Specific Research Ethics Application, using the University’s online system: https://ethics.ris.shef.ac.uk
– The School of Architecture. MArch Student Handbook 54.
Step 5. (Optional) After obtaining either a generic or specific ethics approval, if you decide to change the study method or data collection as approved previously, you must inform your supervisor and email the School’s Research Ethics Leader and Research Ethics Administrator. A case of applying for Amendment Approval may be required. You should not continue with the data collection until the proposed Amendment is approved via the online system. Step 6. In any case, you need to document how the project info sheet, consent form and any other documents have been applied in your data collection fieldwork as an Appendix in your course work submission, evidencing your actual implementation of the research ethics procedure. Finally, if you are required to submit a research ethics application, you are strongly advised to discuss your ethics application with your supervisor first before submission. If you have any questions/comments on the SSoA Research Ethics Implementation Framework, please contact the following staff members: Research Ethics Leader: Dr Chengzhi Peng ([email protected]) www.sheffield.ac.uk/polopoly_fs/1.112642!/ file/Full-Ethics-Policy.pdf
– The University of Sheffield SSoA Research Ethics Implementation Framework
Approved Generic Research Ethics Specific Research Ethics Application (For projects of a low-risk nature) (For project of a low- or high-risk nature) High-risk projects include working with children or vulnerable adults and/or around sensitive topics (e.g. race, sexuality, mental and physical health and violence, etc.)
UG UG Studio Based Design Research (K100: If your project is of a high-risk nature, you Students ARC125, 126; KK13: ARC137, ARC138; HK21: must submit your own specific research ARC175; ARC225, ARC226; KK13: ARC237, ethics application as Generic Approvals ARC238; HK21: ARC275; ARC 325, 326; cannot cover high-risk projects KK13: ARC337, ARC338; HK21: ARC375) Your research ethics will be assessed by your ARC322 Special Study (UK and project supervisor plus one other research International) ethics reviewer if it is of a high-risk nature
MArch ARC552 & 562 & 6991 Live Projects If your project is of a high-risk nature, you Students ARC556 & 566 & 596 & 696 MArch must submit your own specific research Dissertation Project (UK and ethics application using the online system International) ARC550, 560, 551, 561 MArch Studio Your research ethics will be assessed by your Based Design Research (UK and project supervisor plus one other research International) ethics reviewer
PGT ARC6983 Participation in Architecture If your project is of a high-risk nature, you Students and Urban Design must submit your own specific research ARC6988 MAAD Thesis Design Project ethics application using the online system (UK and International) ARC6987 MAAD Design Project 2 Your research ethics will be assessed by your ARC6982 Urban Design Project 3: Thesis project supervisor plus one other research (UK and International) ethics reviewer ARC6841 MSc SAS Sustainable Design You should never start data collection Project 1 involving human participants without ARC6842 MSc SAS Sustainable Design obtaining research ethics approval first Project 2 ARC6990 MSc SAS Thesis Project (UK and International)
PhD There are no Generic Research Ethics If your project involves collecting personal Students Approval for projects undertaking by data (either of low- or high-risk nature), you & Staff PhD Students and Staff including Visiting must submit your specific research ethics including Scholars approval using the online system. Visiting Scholars Your research ethics application will be first assessed by your supervisor and then by three other research ethics reviewers.
– The School of Architecture. MArch Student Handbook 56.
• The members of the group may, after Policy on Group discussion between themselves and Working. attempts to address the problem within the group, contact the tutor responsible if they This policy has been drawn up with a view consider that another group member is not to establishing a protocol for group working. contributing fairly to the shared work or is Group working in all areas of the curriculum causing significant difficulties for the group. is a valuable teaching method and students are encouraged to take advantage of it when • Any tutor who receives such a complaint will offered. We recognise that working in groups immediately contact the student concerned can be stressful and there is a need to ensure and find out if there are any circumstances that there is fairness in sharing of work, to explain the difficulties arising, with recognising contribution, and in the effects evidence to support this. If there are no this may have on individual performance. The acceptable extenuating circumstances, or if policies set out here reflect this position and the student does not respond to the tutor’s are as follows: request for explanation, the tutor will warn the individual (and keep a record of the General protocol warning) about their behaviour, remind At the start of any module that involves group them of their responsibilities to the group, work there must be agreement between make sure that the student understands the all participating students and the Module consequences of his/her actions and request Coordinator about a protocol for behaviour a clear undertaking (in writing) to contribute within the group work situation. The protocol fully and responsibly for the remainder of the should cover matters such as: project. • After such a warning the tutor will keep in Attendance at group meetings; Timekeeping; close touch with the group to monitor the Meeting responsibilities to the group; Equity situation. in workload; The importance of delivering work attributed to individuals on time and to • If, after the issuing of such a warning, the a good standard individual concerned has not responded to the warning and the problems continue, Steps to be taken in the event of failure to the tutor will formally advise the student adhere to the protocol concerned that they will be penalised and The students may either spend time at that, in their case, marks will be deducted the start of the module establishing their from the overall mark awarded to the group. own protocol or may agree to accept the The tutor will have discretion to decide standard School protocol. Any protocol on the level of the penalty, but it should which is adopted for group work must not normally exceed three categories on recognise that there may be a need to take the 100-point categorical marking scale. action where individuals are not contributing If however it is absolutely clear that the equitably to the work of the group or where student has made no contribution at all then other difficulties arise. Students should be a mark of 0 may be given for the group work encouraged to resolve such problems within component. the group as far as possible, but in the event that this proves impossible, the following • This will be recorded by the tutor on the procedure should be followed: student’s personal file.
– The University of Sheffield Personal Development Recording reflections You can record your reflections during the Planning. year in many different ways, for example: What is it? Sketch journal - a versatile place to record Personal development planning (PDP) is the ideas at any time. process of reflecting on your work and ideas Design reviews - these will usually involve in relation to your personal and academic a review sheet, which allows you to write development. It involves you reviewing your your own reflections next to other people’s own work, abilities, experiences, qualities and feedback. skills – your strengths and your weaknesses. This self-review then guides a plan for further After each studio project/after a series of study, work and life decisions, allowing you lectures - you might make your own notes to more effectively communicate ideas about about what you got out of it, where your your work, course and future career plans. It strengths and weaknesses were, and anything will help you get more out of your course by that you want to do or change as a result of taking responsibilIty for your own direction. what you’ve learned. Opportunities for reflection There are many structured opportunities for reflection built into the course. Group tutorials, design reviews and portfolio reviews all provide an opportunity to discuss your work and critically evaluate other students’ work. Lectures and tutorials with staff and visiting practitioners allow you to think about your own work in relation to architectural practice. The whole school event and projects with other years allow you to discuss work and ideas with new people with different experiences. All of these opportunities support you in reviewing and planning your own direction, allowing you to think about your work in new ways.
– The School of Architecture. MArch Student Handbook 58.
– The University of Sheffield For any module, students are required General Assessment. to obtain a pass mark for each piece of Marking scale coursework in order to pass the module as a whole. This means that a minimum mark In assessing work, members of staff will of 50 must be obtained for each element of assign marks on a 100-point scale in line with assessed coursework within a module for the University policy on a unified marking a pass mark to be awarded in the module scheme, where 100 is the highest grade overall. Any exception to this requirement awarded and 0 is the lowest grade awarded. will be indicated in specific module For the MArch in Architecture a mark of 50 documentation provided to students represents the lowest pass. at the start of each semester A pass mark of 50 recognises that a core competency of the course have been achieved and that the work meets the appropriate ARB and RIBA criteria for that particular module.
Mark Standard Notes
50 – 100 Work of a pass standard Students who obtain an overall module grade of between 50 and 100 will be awarded the credits associated with that module.
0 - 49 Work in respect of which the Students who obtain an overall module grade student fails of between 0 and 49 will NOT be awarded the credits associated with that module.
Project based courses Assessment of coursework Because of the cumulative nature of design, As coursework, unlike examinations, is not the final examination for all project work is invigilated, the University lays down rules in the final weeks of the second semester. so that everyone is clear about what is The internal examiners will be looking at the acceptable practice. These rules are set out portfolio as a whole, as well as associated formally in the University Calendar. Among materials. You will be given a provisional other things, they require you to abide by the grade and feedback at the cross studio design rules laid down by the School of Architecture. reviews for Semester 1. You are encouraged to treat your portfolio submission as a body of work. In the presentation of your portfolio for assessment it is, therefore, important that the process by which you have arrived at the end result is clearly shown, and that the portfolio is self-explanatory.
– The School of Architecture. MArch Student Handbook 60.
Distinctions and commendations The MArch in Architecture can be awarded with Distinction. To be eligible for consideration for a distinction, a student must gain an overall weighted mean mark of 70% or more. In the calculation of the overall weighted mean, fifth and sixth year work is weighted at a ratio of 1 - 3. Examiners will be looking for an exceptional overall performance in the MArch. Work for individual modules can also be commended. Normally this will require a grade of 75. The award of MArch may therefore be given with commendation in one or more of the following: Design, Design Report, Technology, Architectural Management, Dissertation.
Explanation of marking scale terms Grades are intended for guidance to students about their general progress. Students will be given feedback grades as soon as possible after completing work. Grades cover a range of marks. Marks are the fixed points for marking on the 100 point scale. Qualities are for general guidance to staff and students. Staff should elaborate these where necessary for individual projects. Required aspects will be those specified in the objectives published for each project.
– The University of Sheffield Marking Scale.
Grade Mark Qualities
A+ 90+ Exceptional Exceptional work for this level of study. Intellectually stimulating; A high level of originality and innovation 85 achieved 82 78 Excellent Excellent in most required aspects of work, all aspects of work given attention or acknowledgement, A 75 no significant omissions or flaws; well-worked out in detail. Critical intellectual agenda established; 72 researched with rigour.
68 Very Good Very Good or Good in most required aspects of work, and at least competent in all required aspects of B 65 work; few or no significant omissions or flaws; well worked-out in detail. Intellectual agenda established; 62 Good researched with rigour.
58 Satisfactory Satisfactory overall standard in most required aspects of work; generally competent. May show some C 55 uneven weaknesses and strengths, within work that shows signs of attention to detail. Intellectual agenda 52 Acceptable established and explored in parts.
50 Pass Work meeting minimum requirements but showing some significant omissions or flaws.
D 45 Fail Unsatisfactory work, serious omissions or flaws; little sign of understanding or little sign of application; inadequate attention to detail; intellectual agenda absent or undeveloped;
F 30 Totally Totally unsatisfactory work, showing serious misunderstanding of subject or assignment; inadequate unsatisfactory submission in almost all aspects of work. 15 U NC No submission (Non completion)
Grades are intended for guidance to students about their general progress. D minus (D- 45) indicates work that fails. Grade D at preliminary marking indicates work that is failing or in danger of failing. Marks: These are the fixed points for marking on the 100 point scale Qualities are for general guidance to staff and students. Staff should elaborate these where necessary for individual assignments. Required aspects will be those specified in the objectives published for each component, assignment, module or course. See Feedback section of handbook. A Mark of 50 (Pass) represents work that meets the RIBA criteria
– The School of Architecture. MArch Student Handbook 62.
Preparing Assessments. Anonymous marking Anonymous marking is the University system Word count whereby the work you submit for any The word count of an assessment is the assessment is marked without the marker number of words you use to complete that knowing your identity. assessment. The Department will confirm if The University of Sheffield uses anonymous your word count should include footnotes, marking, where appropriate, for all pieces of titles, abstract, bibliography and appendices. assessed work. Your word count Penalty It is recognised that anonymous marking cannot take place under certain Within the stated range None circumstances, for example, where the nature of the work involves contact between the student and the examiner as part of the Any amount above or 3 marks assessment or when an examiner’s familiarity below the stated range with the content of the work (usually a Failure to state word count 3 marks specific topic identified by an individual student or group) makes anonymity difficult. Consequently, a policy of anonymous marking will be employed for the assessment of Non-participation or less than full all pieces of work, with the exception of participation in group work dissertations, presentations, projects and For some modules you may be required to portfolios. take part in assessed group work. So that You should therefore ensure that you only all students can be assessed fairly for their put your registration number (as shown contribution, you will be required to submit on your UCard) and not your name on the evidence of your participation in the group. coursework itself. If you are submitting via Your department will inform you of what this electronic submission, you may be required consists of and the marking criteria that will to enter your name as part of the filename, be used. but this will not be made available to the Dissertation word count range marker. For assessed essays that require you to physically submit your work, you will be The assessment instructions for your given access to your own unique barcoded dissertation will clearly state a word count front sheets which will only show your range, and your word count must fall within registration number. this range. You must include the word count at the end of your submitted work. The word count for your dissertation module of your postgraduate degree can be found by using the programme regulations finder www.sheffield.ac.uk/ programmeregulationsfinder
– The University of Sheffield Late submission If you submit your work more than 5 days late, your work will not be marked and it will Managing your time to meet your deadlines be given a grade of zero is an important skill for success both at University and in future employment. It is If you submit a piece of work late for a resit, important, therefore, that you do your best to the penalty will be applied first, then, this hand in all work on time. If you submit work mark will be capped at 50 in line with the to be marked after the deadline your mark General Regulations on resits. will be reduced by 5% for each working day See the table below for examples. the work is late after the deadline. A working day includes working days within standard For information on late submissions, please vacation times. For example, if a submission visit: date falls on the last day before the start of the Easter vacation, penalties would start www.sheffield.ac.uk/ssid/exams/policies to be applied from the following working day and not from the first day following the vacation.
Number of Penalty (Mark Calculation Mark awarded when reduced by 5% per days late reduced by (Multiply the late day* 5% for each original mark working day by) Example A Original Example B Original work is late) = 60 = 50
1 5% 0.95 57 47.5
2 10% 0.90 54 45
3 15% 0.85 51 42.5
4 20% 0.80 48 40
5 25% 0.75 45 37.5
6 or more Grade of zero - 0 0
* standard mathematical rounding rules should be applied and marks should be rounded up.
Extensions are medical problems, personal or medical problems arising from disability or specific If you are unable to hand in your work on learning difficulties, extreme personal and time due to special circumstances you family problems, a serious incident (e.g being should ask for an extension by completing affected by a crime) and in the case of part- an extenuating circumstances form and time students only, work-related problems. handing it in to your department. You may You must get your departments’ approval for also need to submit medical evidence or an extension before the deadline or it will be other documentation where appropriate. penalised for being a late as above. Examples of extenuating circumstances
– The School of Architecture. MArch Student Handbook 64.
you leave enough time for the printing Submitting and Taking of computer generated work, and Assessments. ensure that the relevant plotter/printer will output your work. Except when Electronic submission (Turnitin) School plotters or printers break down, For online coursework submission, the extensions on the grounds of printer School will use MOLE. For information and queues being too long, the plotter did support regarding MOLE please visit: not take my file etc will not be granted. www.sheffield.ac.uk/cics/mole • If you plan to submit some of your work on disk (i.e. to show an animation), it is Physical submission your responsibility to ensure that the examiners can access the file and read Occasionally you will be instructed to submit it. You must therefore make sure that assessed work physically by taking it in your software is compatible with the person to the School reception. Note that departmental hardware and software, the appropriate submission method for an and also arrange for the necessary assessment is always stated in the relevant output devices (computer, screen/ module outline. projector, mouse, keyboard etc) to be Computer generated work in the examination room. You should always trial run any display and leave clear With increasing amount of work being operating instructions. Do not assume generated on computer, the School has that your examiners will know how to agreed the following guidelines for the use your operating system or software. submission of such work. • You must always submit enough • You must ensure that your work is backed printed work for the examiners to up on a regular basis. Extensions on the be able to understand the essential grounds of lost data or crashed computer elements of your scheme. Solely virtual will only be granted in cases where the submissions may not be sufficient (unless loss of data was unavoidable and where specifically stated). If in doubt as to the reasons for this are independently what will be required, ask your Tutor. verified. Please get into a routine of backing up your work on a daily basis www.sheffield.ac.uk/cics/saving-your-work to ensure that you always have recent copies of your work in a safe place. • The best places to save your files are in your University Filestore, or Google Drive. You automatically get 2GB of storage in your own individual university filestore and you can request more if you need it. As we work with Google to provide various services, such as Google Mail and Calendar, University of Sheffield students also get 30GB of storage free, which is twice as much as you would normally get. • It is your responsibility to ensure that – The University of Sheffield Other materials Ownership of submitted work Students should retain all drawings, including All work that is submitted to the University work submitted for interim reviews and for assessment, remains the property of the sketch books, as this material will be required University. Wherever possible, material is for examination at the end of the year. A returned to students especially when this photographic record should be made of all might be useful for purposes such as job models at the end of each project, in case interviews. The School is required, however, these are damaged or lost during the year. to retain a range of work from all years for professional accreditation and exhibition. Individual work You should not publish or exhibit your work All work submitted for marking must be without the permission from your course totally the student’s individual work, unless leader. a project is specifically a group activity. In a The School of Architecture reserves the right group project it is normally necessary for the to record and publish student design work tutor to be able to assess the contributions and dissertation work for the purposes of made by each individual member. academic activity and for marketing of the Digital archive School. The School will make reasonable efforts to accurately attribute student work All work in the School is to be archived that is published. digitally. Students will be required to produce a copy digitally of their work in PDF format for the school archive. Students should bear this in mind when they hand-in formal submissions. This will include live projects, design projects, sixth year design, technology and management reports and dissertations. Selected fifth year work will also be required. Acrobat professional with a distiller or PDF writer will be available on university computers.
– The School of Architecture. MArch Student Handbook 66.
You should take seriously any indication that Feedback and Results. your work is in danger of failing or borderline. Feedback refers to any guidance, criticism You should also be aware that sometimes or advice given to you by a member of staff, supportive feedback is given in order to whether it is for assessed work or any other motivate you or help you; you should not participation that is required for you to take this necessarily to mean that you will be complete your postgraduate degree course. awarded a good grade. Marks can sometimes go down from provisional feedback grades, Feedback on assessment and students cannot appeal on the grounds Typically, you will receive feedback for of discrepancy between provisional feedback assessed work in a standard format. After and final grade. your work has been marked a coursework Reviews report form will be returned to you. Design reviews do not always form part of The coursework report form details the assessment process but they are useful in the unconfirmed mark awarded for the other ways too: coursework, together with informative narrative feedback on content, presentation • They open up your project work and style. This is designed to help you to to broader feedback. improve your performance in subsequent • They give you a chance to practice assignments. Should you wish to receive your presentation skills. further feedback, you should request a personal tutorial with the lecturer who • They give you deadlines to work to, assessed the coursework. maintaining momentum and encouraging you to finish work through the year. The mark on the coursework report form is classed as “unconfirmed” as it • They give you a chance to stand has subsequently to be approved by both back and see how well your work the department’s internal and external communicates your intentions. examination boards and then by the relevant Faculty board. • It’s important that you participate in other students’ reviews, you will learn as If you have been awarded a fail grade, you much from these as from your own. must see the lecturer concerned as soon as possible to discuss your work. Feedback on studio work Feedback takes a number of different forms throughout studio projects. You will receive verbal feedback during the course of tutorials, written feedback at interim and final reviews and verbal and written feedback at Portfolio reviews. Feedback is intended to assist you in your progression through your project work, not to substitute or predict marking.
– The University of Sheffield Resubmitted Work Academic appeals procedure Please note that if you fail a module, then In very exceptional cases, there is you can only be awarded a bare pass (50 an established process for students to on the 100 point scale) for the resubmitted appeal against their results. Any appeal work. However, if you fail just one component must be made within 15 working days of of a module, you will only be required to the publication of the exam results. The resubmit for that component. You can only be student must be able to show that either awarded a bare pass for that resubmission, there has been a procedural error or that but the overall mark for the module will be there is new evidence concerning mitigating a weighted mean of that bare pass and the circumstances that was not made available to mark(s) for the passed component(s). the examiners and which could not have been produced at an earlier stage. Resubmission procedures Guidance on appealing and filling out the If you need to resubmit work, then this is academic appeals form can be found at: normally done over the summer vacation, with a hand-in date in the middle of August. www.sheffield.ac.uk/ssid/complaints-and- You will be contacted with an outline of appeals/appeals the submission requirements. If you have If you are in need of advice, support and any doubts as to what is required, you representation for your case, The Student should contact the module coordinator or Advice Centre can provide just that. component tutor. This is particularly the case For opening times and contact details, with studio work, in which it is likely that please visit: you will need advice as to what to do. You should seek this advice before the end of the su.sheffield.ac.uk/student-advice-centre semester. Tutors may be prepared to give informal tutorials outside semester dates, but this is not an absolute entitlement, and any advice is given without prejudice.
– The School of Architecture. MArch Student Handbook – The School of Architecture. MArch Student Handbook • Putting students in contact with local Information for Disabled and national external agencies who offer or Dyslexic Students. support and advice to disabled people on specific issues. If you have a disability, medical condition, or specific learning difficulty, we seek to ensure • Formalising alternative arrangements that your chances of academic success for examinations and assessments, e.g. are not reduced because of it. We strongly extra time in examinations; reasonable encourage you to contact the Disability and adjustments to assessment tasks; or Dyslexia Support Service (DDSS). alternative assessment formats. (These cannot be organised by the department The DDSS is a confidential and friendly without DDSS involvement.) service which offers a range of support, including: The deadline for referrals for alternative exam arrangements is 12 noon on the Friday • Liaising with academic staff and central of week 9 of teaching each semester – usually services about disabled students’ support the final week in November in Semester One needs. and the final week in April in Semester Two. • Helping students to apply for Disabled If you are a disabled student who needs Students’ Allowances. alternative exam arrangements but do • Organising support workers, such as note not yet have these in place, you must have takers, readers, library support, scribes, discussed your requirements with DDSS in interpreters. advance of the deadline to guarantee that your alternative exam arrangements will be • Advising on specialist equipment and in place in time for exams you are due to technology. sit in the next assessment period. For more information on exam support and making • Referring dyslexic students for study skills contact with DDSS, see www.sheffield.ac.uk/ support, at the English Language Teaching ssid/disability. Centre. The School’s Dyslexia and Disability Support • Referring students who think that Tutor is Leo Care. they might be dyslexic for diagnostic assessments with an Educational email: [email protected] Psychologist.
– The School of Architecture. MArch Student Handbook 70.
Student Engagement In your faculty All Faculties have a Learning and Teaching and Representation. Committee which has a small number The University places great value on the of places for student representatives. opinions of its students and there are various In addition to this, some Faculties have opportunities for you to get involved, both other committees on which students are to have your say and also to represent the represented. The Faculty Learning and views of other students. Being a student Teaching Committee is made up of academic representative is rewarding work and staff from all departments and discusses can help you develop useful skills such as a range of issues relating to learning and communication skills. It can also give you a teaching e.g. new University policies, changes greater understanding of how the University to university regulations, new programme works as well as enabling you to play a role in proposals, annual departmental reviews decision making in your department and/or of Learning and Teaching. Being a student faculty. representative on a Faculty Committee is your chance to put forward the student view In the department on issues relating to learning and teaching The School has a student-staff committee and this is always valued by committee which is made up of student representatives members. and a number of academic staff. Getting Faculties also have student committees which involved means you will be able to take part provide opportunities for students to put in discussions and decision making about a forward and discuss their views on issues at a range of issues including: faculty level. • student feedback on teaching Institution-wide opportunities • changes to courses SALT (Student Ambassadors for Learning • departmental/school services (e.g. hand-in and Teaching) arrangements, office opening times, study The Student Ambassadors for Learning & facilities, availability of personal tutors) Teaching (SALT) scheme is a University-wide • communication with students network of students working on learning and teaching projects. The Ambassadors Aidan Hoggard, is the Chair of the staff- influence, improve and develop how students student committee. For information on learn and how they are taught at the membership contact Leo Care, l.care@ departmental, faculty and University level. sheffield.ac.uk. www.sheffield.ac.uk/als/students/salt The student staff committee meets at least once a semester, and has student representation from each year of MArch course. Each year group elects two members to sit on the committee. Since 2013 the MArch and MArch course reps have joined up with the taught masters course representatives to form the MArch/PGT student/staff committee.
– The University of Sheffield Student panel members for Periodic SUAS Review SUAS is one of the best architectural student The University reviews the learning and societies in the country. Join it, participate in teaching in each department every 5-6 years. it, enjoy it. In particular, students are strongly This activity is called Periodic Review. The encouraged to go to the excellent lecture Review is carried out by a panel made up series organised by SUAS. These evenings of academic members of staff from other are seen by all of us as an integral part of the universities, academic member of staff from experience of an architectural education at the University of Sheffield and students. Sheffield. Students act as full panel members and are Your feedback on the course paid for the work that they do. For further details see: www.sheffield.ac.uk/lets/pp/qa/ You will be asked to complete a questionnaire periodicreview/aims about each module that you take as well as each year of your course as a whole. Your Union links feedback and comments are very important Alongside this there are even more to the department as they let us know what opportunities to represent yourself is going well in each module/ course and if and your peers through the Students’ Union. there are things that should be changed. In this way we can ensure that we continue to The two primary ways are either through offer a high quality course. We will inform running as a Student Union Councillor, you of how the department plans to address who serves as a link between the Union any issues that are raised through these and departments, offering another voice questionnaires. for students to use. The other way you can get involved through the Union is through You are also strongly encouraged to running for a position of Student Union participate in the National Student Survey Officer – with 8 places available; these (NSS) – this is a national survey and aims to positions are voted for by your fellow find out the opinions of final year students students. in most UK Universities on their overall satisfaction with their programme. The For more information you can visit: results from this survey are published su.sheffield.ac.uk and widely available especially to students applying to universities.
– The School of Architecture. MArch Student Handbook 72.
offer the appropriate clinical care. Please Welfare and Careers. telephone our reception team if you feel that University Health Service you need urgent care and are unable to get a routine appointment. The University Health Service (UHS) is a National Health Service GP practice Counselling specifically for students and their families. We believe that students are resourceful UHS is on campus at 53 Gell Street, Sheffield individuals and have the capacity to S3 7QP (on the corner with Glossop Road). engage in all aspects of University life. The University Counselling Service provides a There is further information about our free, confidential service to enhance and services, as well as advice on self-care, on the develop the student’s ability to recognise and UHS home page www.sheffield.ac.uk/ssid/ strengthen their inner resources. health-service and we also have a practice app: shefunihealth. They have online information and self-help material that can accessed before or instead You will need to register to use the service – of attending an appointment. most students do this when registering for their course, but it can be done at any time. UCS provides a streamlined online You can start the UHS registration process registration process. This process takes by going to our website www.sheffield.ac.uk/ less than 2 minutes and students will then ssid/health-service/registration. If you wish be offered a 30 minute triage appointment to make an appointment or want to speak to with a qualified Counsellor/psychotherapist our reception team, telephone 0114 222 2100. (usually within 10 working days). You can also sign up to make appointments Most students require no more than a 30 online – see our website for more details. minute session and self-help material. Other options may include: To help you choose the right NHS service if you become ill or injured, you can refer Stress and Relaxation Workshops. to the ‘which service is best for me?’ guide. Workshops on a particular theme e.g. The guide can be downloaded from the UHS managing anxiety, depression, grief and loss homepage www.sheffield.ac.uk/ssid/health- etc. service. Confidence building group or groups for The UHS clinical staff are not permitted to depression. share information with family, friends or your department without your consent. They use One-to-one sessions. a separate record system to the rest of the University, and only staff at UHS can access Support package for more complex cases. this information. For further information, see: Note that this is an NHS service. There are a www.sheffield.ac.uk/ssid/counselling range of appointments available, with some bookable in advance and some on the day. Patients with urgent clinical needs who are unable to book an appointment will be triaged by our Nurse Practitioners, who will
– The University of Sheffield Employability and Careers Advice The Careers Service also runs The Sheffield Graduate Award, which recognises your The University Careers Service helps you achievements both within and outside the with developing your employability, gaining University. Highly regarded by employers, work experience, making career choices, and The Sheffield Graduate Award is a great way finding jobs. to prove that you are a distinctive Sheffield We do this through comprehensive graduate. information on all your career and study For details of where the Careers Service is options, advice on the careers open to you based plus our opening times see after your studies, and expert help with making applications. We organise events www.sheffield.ac.uk/careers where you can meet employers and we Guidance on employment hours advertise hundreds of part-time jobs, internships and graduate jobs every month. The University has adopted a policy of advising full-time students that they should Help available provided by the Careers not undertake paid employment in excess of Service includes: 16 hours per week, alongside their studies • Individual appointments with advisers during term time. to discuss personal career plans. References • Career Connect - the latest graduate Your Personal Tutor is the person who jobs, available online and via your email. should be named as your academic referee. • Our Student Jobshop in the Students’ It is therefore in your interests to get to know Union - help with finding part-time him or her. The better your tutor knows you, jobs, vacation work and placements. the better equipped they will be to give you a meaningful reference when the time comes. • A specialist placements team, helping you find relevant work experience. The following points are suggested as good manners and good practice when asking • ‘Careers with my degree’ – members of staff (or indeed, anyone) for information and ideas for students references: in every academic department. • Provide your personal tutor • Careers events, including recruitment with your current CV. fairs and opportunities to meet employers, advertised in our ‘What’s • Keep your personal tutor well-informed On Weekly’ email sent to all students. about the jobs that you have applied for (provide a job description if possible). Our website www.sheffield.ac.uk/careers/ offers a full range of careers information • Ideally provide a copy of any and advice, and is the ideal starting point if application to your personal tutor. you want to find out more about how the • Keep your personal tutor up-to-date Careers Service can help you, right from with your progress, especially where the start of your course. We support all a job has been offered or accepted. students, at all stages of study and provide additional services for International Students, Taught Postgraduates and Postgraduate Researchers. – The School of Architecture. MArch Student Handbook 74.
There are lots of ways outside the classroom Making your Experience to make your experience more global. You More International. might decide to be a mentor, join social activities such as Global Café or join in The University of Sheffield is home to the discussions at ‘Culture Compass’. students and staff from more than 125 The Students’ Union also provides many countries. This diverse learning environment international opportunities such as student gives you the opportunity to make your study societies, volunteering, or World Week. experience more international. We know that employers are looking for employees who are All of these opportunities will help you meet world-aware and able to work across culture people from all over the world with different and language barriers. views and opinions – but you’d be surprised at how much you have in common too. In the classroom, you will be with students from different countries. You may, for Have a look at some of the opportunities: example, be asked to work on group projects www.sheffield.ac.uk/ssid/globalcampus which include a mix of students from the UK and abroad; or your class projects may www.sheffield.ac.uk/global/experiences-for- include international comparisons; or you students may have an international guest speaker. This http://su.sheffield.ac.uk/get-involved can help you think about how your subject or discipline translates to the global context. You could decide to learn another language or help someone who is learning a language that you speak. You might decide to study or work abroad as part of your degree, where you will have the chance to learn new skills, including possibly studying in another language.
– The University of Sheffield 301: Student Skills and Development Broadening your Centre academic knowledge and Offers a range of services for all students developing transferable including: skills. • Maths and Statistics Help • Academic Skills workshops As well as learning about your subject, during your time at Sheffield you’ll have • 1:1 Study Skills Tutorials opportunities to broaden your academic • Specialist Dyslexia /SpLD tutorial service knowledge and develop your transferable skills. Making the most of these opportunities • Writing Advisory Service will not only help you perform better on your • The 301 Academic Skills Certificate, degree but will also prepare you for further which can be included in your Higher study and/or future employment. Education Achievement Report (HEAR). As you go through your course you’re likely • Undergraduate research opportunities to learn essential academic skills, including how to: write academic essays or reports, • Peer Learning activities do presentations, work in teams, plan www.sheffield.ac.uk/ssid/301 and manage your time, find, evaluate and accurately cite reference material from Languages for All programme diverse sources such as books, journals and Languages for All is a university-wide the internet, and how to make the best use of scheme that provides opportunities for all IT. They are part of a broader set of skills and students wishing to develop foreign language attributes that the University would like you skills within or beyond their main degree to have achieved by the time you graduate programme. This could be learning a new (see The Sheffield Graduate). language, or continuing to build on a language There are also a number of modules, short started at school or college. courses and skills support services available www.sheffield.ac.uk/languages/lfa to you:
– The School of Architecture. MArch Student Handbook 76.
The Sheffield Graduate. Our Commitment. Sheffield Graduate Attributes Our Commitment is a partnership document struck between teachers and students as You can gain an impressive range of members of the University. knowledge and skills whilst at University. We want these to be clear to you and to It sets out what we all commit to do to potential employers, so in 2005 we identified ensure the best learning experience. It has ‘The Sheffield Graduate’ attributes as part been written by staff and students and is of our commitment to supporting your collectively owned by the University and the development. These have since been further Students’ Union. refined, most recently to align with our Our commitment is best understood as a Learning and Teaching Strategy (2016-21). statement of collective ethos, setting out the Some of the attributes are embedded within qualities and responsibilities underpinning your course and others are complemented the education on University of Sheffield through access to an unparalleled range of degree programmes. It has been endorsed extra-curricular activities. by the President and Vice-Chancellor of the University and the President of the Students’ The full list of attributes can be found at: Union, on behalf of all staff and students. www.sheffield.ac.uk/sheffieldgraduate/ studentattributes The full details of Our Commitment can be found at : The Sheffield Masters Graduate www.sheffield.ac.uk/ssid/ourcommitment This list of attributes outlines the knowledge and skills our postgraduate qualifications enable you to develop. The full list of attributes can be found at: https://www.sheffield.ac.uk/polopoly_ fs/1.694997!/file/TSMG.pdf
– The University of Sheffield For information on whether lectures from a Encore: Making use of particular module will be recorded we advise lecture recordings. you to speak to the module leader. Encore is the University’s lecture recording For further information on Encore see: system. The system records the display 301 - how to make best use of lecture and audio from suitable teaching sessions, recordings for your studies and makes these available to you via your module’s courses on MOLE. You can then www.sheffield.ac.uk/ssid/301 access these recordings to help you with Encore webpages - for any technical queries your studies, for example, revisiting parts about accessing and using recordings of lectures that you have missed or did not understand, to help with revision or for www.sheffield.ac.uk/cics/encore writing more detailed notes. Research has also shown that lecture recordings can be useful for students with certain disabilities, or with English as a second language. The recordings are not a replacement for attending lectures, and it is important to remember that attendance at live lectures is a critical part of your course and is the best way to engage with the content, the lecturer and other students. The recordings are there to enhance and supplement your learning and teaching experience, and there are resources on the 301 webpages to help you use lecture recordings most effectively to support your learning. It is important to note that not all lectures/ classes are appropriate for recording, for example studio sessions, small group interactive sessions, lectures where the whiteboard/chalkboard is used extensively and lectures with sensitive content. Lectures which take place in small teaching rooms which do not have Encore equipment will also not be recorded.
– The School of Architecture. MArch Student Handbook 78.
MArch Prizes. Stephen Welsh Prizes in Architecture These prizes were founded in 1957 from The BDP Live Project Prize funds subscribed on the occasion of his Founded in 2013, this prize was established retirement by former students and friends with the support of BDP, a major international of the late Professor Stephen Welsh, Head of multi-disciplinary practice with an office in the former Department of Architecture from Sheffield. The prize recognises the value and 1928 to 1957. innovation of the School of Architecture’s Live Frequency of award: Two annually. Project programme where students work on real projects with real community clients. Value of prizes: Architecture, £200; Draughtsmanship, £200. Frequency of award: One annually. Eligible candidates: Architecture: Students Value of prize: £1200 to be shared by the taking the Final Examination for either of winning group. the Degrees or MArch in Architecture. Eligible candidates: Any SSoA MArch/ Draughtsmanship: Students of any year in the PGT student group that has completed a School of Architecture. curriculum based Live Project. Criteria for assessment: Architecture – The Criteria for assessment: Best overall above examination. Draughtsmanship – performance in a Live Project. Studio work in the presentation of drawings. J K Page Prize in Environmental Science Special conditions: The Draughtsmanship prize may not be awarded more than twice to This prize was established in 1985 by the same student. Professor J K Page on the occasion of his retirement from the former Department of Dr Brian Wragg Prize in Architectural Building Science after 24 years as Professor Draughtmanship of Building Science. It is intended that the This prize was established in 1984 from Prize reflects Professor Page’s wide ranging a gift by Dr Wragg on the occasion of his interests on the application of science to the retirement from the former Department of area of the built environment. Architecture after 33 years of service. It is Frequency of award: One annually. intended that the prize reflects Dr Wragg’s interest in the development of architectural Value of prize: £60. drawings. The School of Architecture shall be Eligible candidates: Any student on an MArch responsible for the mounting, presentation in Architecture course. and framing of the winning submission. Criteria for assessment: Outstanding work in Frequency of award: One annually. the area of Environmental Design in relation Value of prize: £50. to Architecture. Eligible candidates: All full-time students following taught courses in the School of Architecture. Criteria for assessment: Work submitted in the School of Architecture for the sessional
– The University of Sheffield examinations in Architecture and which Sir H K Stephenson Travelling is considered by the Examiners as being Studentship in Architecture worthy of exhibition either in the School The studentship was founded in 1960 and is or elsewhere in the University. Such work to be used for travel and study in Britain and should comprise freehand drawings or abroad related to the candidate’s approved sketches, either coloured or uncoloured. subject for thesis, to be undertaken during Kenneth H Murta Prize in Architecture the long vacation prior to commencing the final year of study. This prize was established through the generosity of the family of Professor Kenneth Frequency of award: Two annually. Murta, a former Head of Department, who Value of prizes: £300 each. taught in the School of Architecture from 1962 to 1991. Eligible candidates: Candidates must have gained admission to the final year of an Frequency of award: One annually. MArch in Architecture programme. Value of prize: £500. Criteria for assessment: The subjects of the Eligible candidates: Final year MArch applications submitted. students and PGT students in the School of School of Architecture Centenary Prize Architecture. This prize was established in 2008 when Criteria for assessment: Exceptional design the School of Architecture celebrated its project work. Centenary Year. Robert Henry Memorial Prize Value of the prize: £30 book vouchers Founded in 2016, this prize was established Eligible candidates: Students undertaking to commemorate the life of Rob Henry, a any programme of study in the School of student of the School of Architecture who Architecture died during the first year of his M.Arch course in 2016. This prize is funded by Criteria for assessment: Awarded to students SUAS (Sheffield University Architecture who have been commended for contributing Society) and a 2016 donation from Paul Testa to the School in a significant way. Architecture. Frequency of award: One annually. Value of the prize: £50. Eligible candidates: All students in the School of Architecture including students on dual courses. Criteria for assessment: Will be awarded for exceptional skill in photography and film.
– The School of Architecture. MArch Student Handbook 80.
University Services. MUSE MUSE gives easy access to online services SSiD provided by the University’s Corporate The Student Services Information Desk Information and Computing Services (CiCS) (SSiD) is the University’s award winning and other departments. Sign in once with student information service. It is the first your University username and password then place to go if you need information, help, click the ‘My services’ menu to access all your and guidance and is staffed by a friendly, online services. professional, team who are trained to help To sign in to access your online services: deal with your questions and concerns. 1. Go to any standard University Along with the office on level 3 of the of Sheffield web page Students’ Union, SSiD has an extensive range of service and information online at: www. 2. Click the ‘Log in to MUSE’ link sheffield.ac.uk/ssid in the top row of links You can also follow us on: 3. Enter your username and password and click ‘Log in’ Twitter:@shefunistudents 4. You will be signed in and redirected Facebook: www.facebook.com/ to a landing page of information shefunistudents 5. You will notice a new ‘My services’ menu Instagram: @shefunistudents in the top row of links from which you Our social media channels give you can select and start online services. reminders, hints and tips for your student life. As you navigate around the University website You can use our channels to ask questions the ‘My services’ menu will remain available and get help wherever you are, whenever you to you. need it. Computers Or visit the SSiD website at www.sheffield. ac.uk/ssid All students have access to computing facilities maintained by the University’s You can also find answers to the most Department of Corporate Information commonly asked questions at and Computing Services (CiCS). www.ask.sheffield.ac.uk These machines are linked to the University’s Books network and the internet, and all students can register to use them. Software available Your subject tutors will indicate the relevant on the University’s network includes the books for each module. The University Microsoft Office Suite as well as course bookshop is Blackwells in Jessop West. relevant software. To see our student Another good bookshop is Waterstones in computer rooms and computer availability, Orchard Square. please visit the link below. www.sheffield.ac.uk/cics/computers
– The University of Sheffield Printing Customer services at the Edge are responsible for property found on the The student printing service is known as Endcliffe Village site. Please take any items the Pre-Pay Printing System or Printing found to the customer services desk at and Copying Management System (PCMS). the Edge. Students send jobs to a printer and then use print release stations to print their work. You For lost property enquiries please contact can print to student printers from University customer services on 0114 222 8800. computers or from your own laptop or Chaplaincy service desktop computer at home. The Chaplains, Associate Chaplains and All the information regarding the University Religious Advisers to the University extend printers can be found at: a warm welcome to all members of the www.sheffield.ac.uk/cics/printing University. We are committed to providing a high quality pastoral service to staff and MOLE students of all faiths and none. My Online Learning Environment (MOLE) The staff of the chaplaincy service work hosts a comprehensive suite of tools to together in co-operation with Student facilitate online learning. This includes Services. If you would like to talk to someone discussion boards, chat rooms, an assignment at any time, please feel free to contact one of drop-off box and quizzing that incorporates us. We are available to everyone within the five different question types. University, offering care and support, as well To log into MOLE, click ‘My Services’ on as opportunities for worship, prayer and the the top of the MUSE navigation bar and exploration of faith and spirituality. click ‘MOLE.’ For contact details, information about places Student email of worship and any other information, please visit our website: Your student email can be accessed via MUSE. University email is provided via Gmail www.sheffield.ac.uk/ssd/chaplains and assistance on using Gmail can be found at: www.sheffield.ac.uk/cics/email Please be sure to check your University email account regularly for information about your course, lectures and announcements. Lost property The University of Sheffield’s mail room is responsible for property found on campus. For lost property enquiries please contact Rob Walsh on 0114 222 9233 or email [email protected]. Any property found on campus should be taken to the nearest porters lodge.
– The School of Architecture. MArch Student Handbook 82.
Sheffield University Nightline Information about the support available and tools to help you manage your money can Nightline is the University of Sheffield’s be found online: www.sheffield.ac.uk/ssid/ confidential listening and information finance All enquiries and applications to the telephone service. It is run by trained student team are treated confidentially. volunteers who are there to help you with any problem or concern you may have. Immigration advice Whether contacting Nightline by phone or Most non-EU students have a Tier 4 (General) email, your identity will remain anonymous. Student Visa. We provide a wealth of online information about Tier 4 visas; please read Nightline can be contacted on 0114 222 8787 this information regularly - www.sheffield. for listening, 0114 222 8788 for information, or ac.uk/ssid/international/immigration and by emailing [email protected] and we look out for updates in our weekly email will reply within 48 hours. newsletters. To find out more you can go to our website The student immigration rules are complex www.sheffield.ac.uk/ssid/contacts/nightline and change frequently. If you have questions or if you are interested in volunteering please about your immigration status, you must email our administration account on sunl@ seek advice from a qualified and authorised sheffield.ac.uk immigration adviser – not from friends ELTC or staff in academic departments. The University’s immigration advisers are based The English Language Teaching Centre in the International Student Support Team. If (ELTC) offers a wide range of English language you are changing course, thinking about Leave courses and services for University students. of Absence or any other change to your stay If you are looking to improve your English, in UK, you can contact them via a web form - please visit www.sheffield.ac.uk/eltc www.sheffield.ac.uk/ssid/international/email Accommodation Mental Wellbeing Provided you meet certain conditions, all SAMHS (Student Access to Mental Health postgraduates at the University of Sheffield Support) is the first point of contact are guaranteed a place in University-owned for students to explore a broad range or partnership accommodation during your of psychological support. Any University first year. More details on postgraduate of Sheffield student can register online accommodation can be found by visiting with SAMHS and book an initial ‘triage’ www.sheffield.ac.uk/postgraduate/ appointment. At a triage appointment, accommodation the student’s suitability for one-to-one counselling at The University Counselling Financial support Service is considered as well as a wide range The Financial Support Team administers the of other available interventions. University’s bursary scheme and scholarship www.sheffield.ac.uk/mental-wellbeing schemes for home and EU undergraduate and postgraduate taught students. They also have funds available to provide financial support to students experiencing exceptional financial difficulties who face higher than average financial demands. – The University of Sheffield UCS (University Counselling Service) The other sites are Western Bank Library and organise one off events and several drop-in the Health Sciences Library. All sites offer a groups each week, including a mindfulness range of services and resources including group and a hypnosis for inner calm individual and group study spaces, PCs, and positivity session. These require no laptop loans, wifi, printing, photocopying and registration and are free to all students. scanning. www.sheffield.ac.uk/ssid/counselling/ A valid UCard is needed to gain entry to all services/workshops Library sites and to borrow books. You will also need your UCard to use photocopying, All students have free access to Big White printing and scanning facilities. Wall at home or while abroad. It provides immediate access to 24/7 online peer Finding the information you need and professional support, with trained StarPlus, the library online catalogue, counsellors. provides access to digital collections, www.bigwhitewall.com including ebooks, ejournals and databases, and also includes information about print To find out more about psychological support materials available at all library sites. You can at the University of Sheffield, visit: access StarPlus from My services in MUSE. www.sheffield.ac.uk/mental-wellbeing You can find material on your reading lists The University Library from the MyResource Lists link on the StarPlus Welcome page. Library subject The Library supports your studies by guides are available to signpost specialist providing study space, access to digital and databases and resources for your subject, print collections, and staff to help you find and are available from the StarPlus Welcome and use Library resources effectively. page, under Guides & tutorials. There is also You’ll find all the information you need to a link to the Information Skills Resource, get started at www.sheffield.ac.uk/library/ which includes online tutorials to help you services/new develop effective searching, evaluation and referencing skills. Library sites and services Help and support The Information Commons (IC) is open 24 hours a day, 365 days a year and is a safe and For general enquiries, contact the Library secure study environment, with 1300 study Help Desk by email library@sheffield. spaces, 500 PCs and wifi. It holds 100,000 ac.uk telephone 0114 222 720, or ask at the core texts found on module reading lists, and Information Desk at any Library site. there are bookable group study rooms, silent A list of subject contacts in the Library is study areas and a cafe. available at www.shef.ac.uk/library/libstaff/ IC in The Diamond has almost 1000 study sllist spaces which are accessible 24/7. There is a staffed Library Information Desk in the building, for details of the staffed hours please see www.sheffield.ac.uk/diamond/homepage
– The School of Architecture. MArch Student Handbook 84.
Useful Websites PhD Study. for Students. Studying a masters degree could open the doors to further study and a PhD programme. Student Services Information Desk At Sheffield you become part of a community (SSiD) home page of outstanding researchers. You’ll have access www.sheffield.ac.uk/ssid/ to top facilities and be supervised by world-leading experts in their fields. SSiD A-Z guide for students www.sheffield.ac.uk/ssid/atoz Our research is world leading. We work closely with our partners to ensure that the Things not going right (intended to assist work we do delivers economic and societal students in identifying sources of help and benefit to the UK and the wider world. support within the University) For more information please visit: www.sheffield.ac.uk/ssid/sos www.sheffield.ac.uk/postgraduate/research SSiD page relating to examinations You may wish to discuss PhD opportunities www.sheffield.ac.uk/ssid/exams/ with your personal tutor or a member of academic staff in your department. “Check Your University Record” (enables students to access to their own central University record) www.sheffield.ac.uk/ssid/record/pers_inf
Information for disabled students www.sheffield.ac.uk/disability/
Online forms available via the SSiD website www.sheffield.ac.uk/ssid/forms
Financial information for students www.sheffield.ac.uk/ssid/finance
University Regulations (via the Calendar website) www.sheffield.ac.uk/calendar/ Extenuating Circumstances Form www.sheffield.ac.uk/ssid/forms/circs
Religious Observance Form www.sheffield.ac.uk/ssid/exams/observance
– The University of Sheffield – The School of Architecture. MArch Student Handbook 86.
Health and Safety. First aiders Martin Bradshaw (Floor 15) Health and Safety issues are very important. Roy Childs (Floor 15) Please read the following section carefully Laura Mason (George Porter Building) and remember we all have a responsibility for our own and other peoples’ safety. Arts Tower Opening hours Professor Karim Hadjri Monday to Friday: 8:00am-6:00pm (Head of Department) Out of hours access • Responsible for Health and Safety within Monday to Friday: 6.00pm - 9.00pm, the Department. Weekends: 9am - 5pm Departmental Safety Officer: Tariq Zaman Working Hours for Students • Ensures Accident books/incident forms are available at two locations. The Arts Tower is open on weekdays between 8:00am and 6:00pm. • Carries out safety checks annually. To comply with statutory safety legislation, • Carries out risk assessment checks when it is not possible for students to remain staff/students are in situations where unsupervised in the building outside these Health and Safety could be compromised. hours unless Out of Hours and Fire Training All members of Staff and All Students inductions have been attended. • Follow guidelines included in University Once you have attended the inductions you Health and Safety Code of Practice. should contact Tariq Zaman and ask him to activate your U-Card. • Have responsibility for health and safety. If you have not attended the inductions Emergency you cannot work out of hours and security In an emergency telephone 4444 on a services will escort you from the building. University internal telephone. After-hours working for students with the Or from a mobile dial: 0114 222 4444 relevant permissions is normally allowed only in studio spaces and, for research students, in Give details clearly and concisely. their own rooms. Guests without permits are Theft not allowed. All staff and students entering the building at times other than 8:00am to All instances of theft should be reported 6:00pm on weekdays must sign the book at in the first instance to the School Facilities the Porters’ Desk in the Arts Tower entrance. Manager, Tariq Zaman, who will then take the matter up with the appropriate authorities.
– The University of Sheffield 87.
This provides a record of building occupants Electrical appliances which is used by the Fire Service in the event No electrical appliances may be used unless of an emergency. The book must be signed they have been supplied by the University when continuing to work in the building after or authorised. If you wish to use your own 6:00pm. It must be signed again when leaving. electrical equipment you must first have On demand of any University staff, students it checked for safety by the appointed must show their authorisation to work technician (Roy Childs, room 15.10). outside normal hours. Students breaking any rules of working may have permission Safety in studios withdrawn. Students present in the building without permission may be subject to i) Safe working practice is concerned not University disciplinary procedures. only with your own safety but with the welfare of other students, cleaners and Emergency evacuation technicians. On hearing a continuous fire alarm all ii) All waste paper and cardboard etc. staff and students must leave the building suitable for recycling should be placed in immediately by the nearest stairs – do not the recycling waste bins provided. use the lifts - and then assemble on the Concourse. Do not try to collect any personal iii) Any sharp objects to be disposed of belongings. should be placed in the SHARPS bins. Accidents and injuries iv) Blades or knives should be protected after use and left in a safe place to avoid Any accident resulting in injury must be accidents. reported to either the School Safety Office or a First Aider. Details of the incident will v) Spray mount should be kept in the be forwarded to the Departmental Safety allocated areas when not in use and Officer by way of the online accident report spray paint should not be used in any form. First aid boxes are kept in the School circumstances in the studios or in the Reception and in the Reprographics Unit on stairways. floor 15. Accidents at the Materials Workshop (George Porter) must be reported to the area first aider (Stuart Moran or Laura Mason). Alcohol and smoking Smoking is forbidden in The Arts Tower. Individuals must not bring alcohol into the building or consume it there.
– The School of Architecture. MArch Student Handbook When designing and making physical models, Risk assessment consider the following: If you intend to do anything which involves a • Transport and mobility - Can models or risk to your safety or that of others, you must pieces of models fit through doorways and first carry out a risk assessment. Examples lifts? How will you transport the model? may be the mounting of an exhibition Can you lift, carry and move the model on installation, or moving a heavy piece of your own or will you need help? Will you equipment. Risk Assessment forms are need machinery to transport the model? available from Tariq Zaman. • Disassembly and recycling - How will These safety guidelines are designed for your the model be disposed of after use? safety. If you require further information Can it be re-used? Can it be easily about the university’s safety procedures you dismantled? Do any sharp elements can find it on the Safety Services website: (screws, nails etc.) need to be put in www.sheffield.ac.uk/hs sharps bins? Do any sharp edges or sharp Telephone - Security Services: 0114 222 4085 protruding parts need to be removed separately and disposed of accordingly? The conditions above, which are imposed Are there current recycling streams upon us by General Legislation, the Health for the materials that you are using? and Safety Executive, the University’s insurers, and the Fire Brigade, make it • If in doubt about the above issues it essential that all users of The Arts Tower may be appropriate to carry out a risk strictly observe regulations of use. For assessment for the making, transportation, reasons of both safety and security it is disassembly of the models. If in doubt necessary to impose the rules without about any of the above, please seek help exception. from the technicians or studio tutors.
– The University of Sheffield 89.
Safety in the Material Workshops Safety in the Material Workshop is paramount. You need to complete an online induction to access the area. The satisfactory completion of a 90-minute practical session on site is also required to use the machine workshop. The area operates with a traffic light system: Green: Machinery or equipment can be used unsupervised after training. Amber: Machinery or equipment can be used under workshop staff supervision after training has been provided by a member of workshop staff. Red: Machinery or equipment is for trained workshop staff only. Please ask if you need something completing on these machines. Certain materials or processes require you to complete your own risk assessment before being allowed to proceed. Ask a member of the workshop staff for a form to complete. It is important that you do this yourself, as you need to understand the process and dangers before you start work. All rules and regulations are designed to keep staff and students safe. You will be briefed on the main area regulations during the online induction, and in more depth at the machine induction. From time to time staff may need to remind you about a rule, do not worry about this. If you have forgotten anything, or need a reminder please ask, we will always make time to go over the safe use of machinery, equipment and materials.
– The School of Architecture. MArch Student Handbook Contact Us.
University of Sheffield School of Architecture. The Arts Tower, University of Sheffield, Western Bank, Sheffield S10 2TN
General Enquiries Tel. +44 (0) 114 222 0399 E-mail [email protected] Web www.sheffield.ac.uk/architecture
The content of our courses is reviewed annually to make sure it’s up-to-date and relevant. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. While every effort has been made to ensure the accuracy of the information in this publication, for the reasons detailed above, changes may need to be made to modules, courses, entry requirements and fees between the date of this publication and the start of your course. This handbook is correct as at the time of publication, but please see www.sheffield.ac.uk/architecture for the most up-to-date information. If there is any inconsistency between this publication and the website, the information on the website should be taken as correct.