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Year 1
120 credit points at SCQF level 11.
40 points SCQF level 11 course: Architectural Design Studio C.
40 points SCQF level 11 course: Architectural Design Studio D.
20 points SCQF level 11 course: Architectural Technology Research.
20 points SCQF level 11 course: Studies in Contemporary Architectural Theory.
Year 2
120 credit points at SCQF level 11.
40 points SCQF level 11 course: either Architectural Design Studio G or A.
40 points SCQF level 11 course: either Architectural Design Studio B or H.
20 points SCQF level 11 course: Architectural Management Practice and Law.
10 points SCQF level 11 course: Design Report.
10 points SCQF level 11 course: Academic Portfolio 2.
Progression Requirements
For progression from the first year to the second year of the MArch students must pass 120 credits. 240 credits are required for the award of the degree.
Students must pass Academic Portfolio 2 to achieve exemption from ARB/RIBA Part 2.
An Explanation of the Articulation of Learning Outcomes and Assessment Practices
All courses on the MArch programme are structured through specified ‘learning outcomes’ which form the basis of teaching and assessment within that course. These learning outcomes ‘map’ onto ARB General Criteria and attributes, defining the relationship between the programme’s academic courses and its framework for professional training. An awareness of this mapping allows students to understand how the incremental learning gained within discrete courses relates to the holistic education offered by the programme. This mapping exercise is completed in year 2 with the Academic Portfolio 2 (AP2) course, which asks student to demonstrate understanding and evidence of full coverage of the ARB criteria over the course of the programme. The table below lists all MArch courses available in 2017-18, with information on learning outcomes for each course and the ARB Graduate Attributes covered by those learning outcomes.
All courses in the MArch (with the exception of Academic Portfolio 2), produce a single summative mark, produced as an average of all course learning outcome grades. Academic Portfolio 2 produces a single summative mark from grades awarded for Learning Outcomes 1 & 3 only. Learning Outcome 2 of AP2 is assessed as a simple pass or fail grade. All learning outcomes for AP2 must be passed to allow for the award of Master of Architecture and RIBA Part 2 exemption.
Although the ARB criteria are mapped to Learning Outcomes, students may pass LOs despite not adequately demonstrating competence in relation to specific criteria. Students will be notified of this via course feedback forms, and will be advised of additional work they need to do in order to demonstrate competence via their Academic Portfolio 2, which is assembled in the second semester of Year 2 of the programme. The Academic Portfolio 2 course is the vehicle whereby student compliance with all ARB General Criteria is assessed.
It is also possible for a student to fail a learning outcome in relation to a course but pass the course by receiving a summative mark which is at 40% or above. A student who has failed two learning outcomes will NOT be permitted to pass the course even if the final summative mark is at 40% or above.
Architectural Design Studio C
Architectural Design Studio C is taken in Year 1 Semester 1. The emphasis in this course, which gives students the opportunity to initiate a major design project, is upon exploratory and creative work. It seeks to encourage projects that are investigative, poetic, theoretically informed, and that deal in a critical way with issues and questions of contemporary relevance. It looks for a sustained and rigorous process of study in all aspects of the student's work.
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LO1 |
The ability to develop and act upon a productive conceptual framework both individually and in teams for an architectural project or proposition, based on a critical analysis of relevant issues. |
GC 1.3, 2.2, 2.3, 3.1, 3.3 |
LO2 |
The ability to develop an architectural spatial and material language that is carefully considered at an experiential level and that is in clear dialogue with conceptual and contextual concerns. |
GC 1.1, 1.3, 2.3, 3.2, 5.1, 5.3 |
LO3 |
A critical understanding of the effects of, and the development of skills in using, differing forms of representation (e.g. verbal, drawing, modelling, photography, film, computer and workshop techniques), especially in relation to individual and group work. |
GC 1.1, 3.3 |
Architectural Design Studio D/G
Architectural Design Studios D and G run in Year 1 Semester 2 of both Pathways, and Year 2 Semester 1 of the Modular Pathway. The emphasis in this course, which gives students the opportunity to develop or initiate a major design project, is to bring students explorative and creative processes into dialogue with technological and environmental decision making.
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LO1 |
The ability to develop and act upon a productive conceptual framework both individually and in teams for an architectural project or proposition, based on a critical analysis of relevant issues. |
GC 1.3, 2.3, 3.1, 3.3 |
LO2 |
The ability to develop an architectural spatial and material language that is carefully considered at an experiential level and that is in clear dialogue with conceptual and contextual concerns. |
GC 1.1, 1.3, 3.2, 2.3, 5.1, 5.3 |
LO3 |
The ability to investigate, appraise and develop clear strategies for technological and environmental decisions in an architectural design project. |
GC 8.1, 8.2 |
LO4 |
A critical understanding of the effects of, and the development of skills in using, differing forms of representation (e.g. verbal, drawing, modelling, photography, film, computer and workshop techniques), especially in relation to individual and group work. |
GC 1.1, 3.3 |
Architectural Design Studio A/B
Architectural Design Studios A and B runs in Semesters 1 and 2 of year 2 respectively. The emphasis in this course falls upon the development and refinement of the structural, material, technical, environmental and legislative aspects of the student's design project. These, however, are not pursued as ends in themselves, but as part of a fully integrated design project guided by conceptual, theoretical, contextual and ethical concerns.
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LO1 |
A sophisticated approach to the programmatic organization, arrangement and structuring of a complex architectural assemblage in a loaded contextual situation (e.g. the built, social, historical, technological, urban and environmental contexts). |
GC 1.1, 1.3, 2.3, 3.3, 4.2, 5.1, 5.3, 6.3, 7.2, 7.3 |
LO2 |
A knowledge of how to develop the structural, constructional, material, environmental and legislative aspects of a complex building to a high degree of resolution, with reference to discussions with a team of specialised consultants. |
GC 1.2, 1.3, 7.1, 7.3, 8.1, 8.2, 9.1, 9.2, 9.3, 10.3 |
LO3 |
An understanding of the issues relating to the question of sustainability, and its concomitant architectural, technological, environmental and urban strategies. |
GC 1.2,5.2, 8.3, 9.1, 9.2, 9.3 |
LO4 |
A critical understanding of, and ability to present complex design proposals through appropriate forms of representation (eg. verbal, drawing, modelling, photography, film, computer, installation, performance and workshop techniques). |
GC 1.1, 3.3 |
Architectural Design Studio H
Architectural Design Studio H is taken in the final Semester of the Programme in the Integrated Pathway. The emphasis in this course is the closing of a design thesis inquiry relevant to current architectural issues, including tested hypotheses and design speculations at a range of scales. The course seeks to develop awareness of, ability to recognize, and work with a guiding research inquiry, and to understand how this informs and is activated by architectural design and urban proposition. It is expected that the course will culminate in appropriate presentation of complex architectural and urban and/or landscape proposals, represented as part of an identified research inquiry.
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LO1 |
The ability to develop a research inquiry which is clearly and logically argued, has awareness of disciplinary and interdisciplinary modes of research, draws from specifically defined subject knowledge, and is relevant to current architectural issues. |
GC 1.3, 2.3, 7.2, 7.3 |
LO2 |
The ability to test hypotheses and speculations in architectural design, which may be informed through materials, processes and techniques of building, the design and development of cities, histories and theories of architecture and the related arts, or management, practice and regulatory frameworks. |
GC 1.1, 1.2, 1.3, 3.2, 3.3, 4.1, 4.2 |
LO3 |
A critical understanding of, and ability to present complex design proposals in the context of a research inquiry through appropriate forms of representation (eg. verbal, drawing, modelling, photography, film, computer, installation, performance and workshop techniques). |
GC 1.1, 3.3 |
Architectural Technology Research
This course emulates the role of the researcher- practitioner, recognising that most architectural projects necessitate a level of technological investigation as a prerequisite to successful integrated design. The course runs throughout Semester 1 with a series of trigger lectures on contemporary architectural technology and environmental issues. Students are required to develop and research a particular technological theme. The output from this will be prepared and presented as a distributed knowledge based resource to all students on the MArch programme through the student portal/LEARN. The study will be selected from a range of topics provided agreed by the MArch tutors. Students may choose to select alternative topics subject to agreement with course organiser.
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LO1 |
An ability to appraise the technological and environmental conditions specific to issues in contemporary architecture, eg. sustainable design. |
GC 5.2, 7.1, 8.1, 9.1, 9.2 |
LO2 |
An ability to analyse and synthesise technological and environmental information pertinent to particular context (eg. users, environment). |
GC 5.1, 5.3, 7.1, 8.1, 8.2, 8.3, 9.1, 9.2 |
LO3 |
An ability to organise, assimilate and present technological and environmental information in the broad context of architectural design to peer groups. |
GC 9.1, 9.2 |
LO4 |
An understanding of the potential impact of technological and environmental decisions of architectural design on a broader context. |
GC 5.1, 5.3, 8.3 |
Studies in Contemporary Architectural Theory
The course focuses on reading and discussing contemporary theoretical texts on a range of recent issues and debates within architectural theory and criticism, drawing on historical and inter-disciplinary texts as necessary. The course is delivered through a suite of seminar options which students elect to follow, developing an in-depth engagement with a particular field of architectural theory.
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LO1 |
A capacity to research a given theme, comprehend the key texts that constitute the significant positions and debates within it, and contextualise it within a wider historical, cultural, social, urban, intellectual and/or theoretical frame. |
GC 2.1, 3.1, 4.1 |
LO2 |
An understanding of the way theoretical ideas and theories, practices and technologies of architecture and the arts are mobilized through different textual, visual and other media, and to explore their consequences for architecture. |
GC 2.2, 3.1, 3.2 |
LO3 |
An ability to coherently and creatively communicate the research, comprehension and contexualitization of a given theoretical theme in relation to architecture using textual and visual media. |
GC 2.2 |
Architectural Management Practice & Law
This course aims to develop the student's understanding of the professional requirements of an architect in practice and being admitted to the title of 'architect'. The course is also intended, in part, as being a preparation for fulfilling the requirements of the Part 3 Examination in Professional Practice and Management.
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LO1 |
An understanding of practice management and codes of professional conduct in the context of the construction industry . |
GC 6.1, 6.2, 11.1, 11.3 |
LO2 |
An understanding of the roles and responsibilities of individuals and organisations within architectural project procurement and contract administration, including knowledge of how cost control mechanisms operate within an architectural project. |
GC 6.2, 10.1, 10.2, 11.1, 11.2 |
LO3 |
An understanding of the influence of statutory, legal and professional responsibilities as relevant to architectural design projects. |
GC 4.3, 6.1, 10.3, 11.1 |
Design Report
This course, taken in the final semester of the programme, requires the student to produce a comprehensive design report that documents in detail one of the projects that the student has completed during the programme. The design report sets out the research and design development undertaken, incorporating images including the key representations of the project itself.
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LO1 |
The ability to communicate, critically appraise and argue the rationale of a design proposal using text and image in the context of a printed report. |
GC 2.1, 2.3, 3.3 |
LO2 |
Demonstration, through architectural design, of the integration of knowledge in architectural theory, technological and environmental strategies, and an understanding of architecture's professional and economic context. |
GC 2.2, 2.3, 8.1, 8.2, 9.3 |
LO3 |
The development of transferable design skills and techniques through the preparation of a sophisticated graphic document. |
GC 1.1. 3.2, 3.3 |
Academic Portfolio 2
This course, taken in the final semester of the programme, requires students to curate the outcomes of academic work undertaken during the programme and present it in the form of an integrated academic portfolio that demonstrates compliance with the ARB Part 2 criteria. Various forms of presentation (drawings, installations, printed books /reports, models, photographs, films, digital material, etc) and any other evidence of work, which has been assessed as part of the programme leading to an award of Part 2, will be represented in the portfolio.
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LO1 |
The ability to produce a coherent, well designed and integrated architectural design portfolio that documents and communicates architectural knowledge, skills and abilities through coherent projects; and that synthesizes and presents work produced in diverse media (sketch books, written work, drawings and models, etc). |
GC 1.1 |
LO2 |
An understanding of the relation of the ARB Part 2 criteria and Graduate Attributes to the student's own work, as demonstrated through a referencing system, covering the totality of the criteria, in the portfolio. |
All |
LO3 |
The acquisition and development of transferable skills to present work for scrutiny by peers, potential employers, and other public groups through structuring and communicating ideas effectively using diverse media. |
GC 1.1 |
Modes of Study
This programme is offered as a two-year, full time taught programme.
Exit Award
Master of Architecture (MArch)
How the programme maps into the University’s Strategic Plan:
The University of Edinburgh strategic objectives (2016) are Leadership in learning and Leadership in research.
- Degree offer: The MArch degree offers a research-led teaching experience drawn from staff expertise that enables students to develop as creative and critical thinkers and makers. The commitment to the city as an object of study and design is evidenced through engagement with both the physical context of Edinburgh and global field-trips and exchanges. Theory and design course options benefit from exchanges with cognate ESALA postgraduate courses and interdisciplinary collaboration with landscape architecture, cultural theory and urban design, around thematics such as: everyday cultures, text and the city, drawing the city, histories and theories of architecture. The 2 year pathway offers the school a distinctive platform within Part 2 education, leading to design thesis work of remarkable depth, while the accumulation of two single year pathway studios offers a breadth of inquiry and project conditions.
- Fostering diversity and inclusion: In the taught professional programmes we recognise architecture as a cultural and societal practice, as a civic endeavour concerned with people and how they live. ESALA participates in the Pathways to the Profession scheme which introduces contemporary architectural practice and study to a range of school based students. ESALA was awarded an Athena Swan Bronze award in 2015, and contributed to ECA’s Bronze Award in 2017.
- Recognising excellent teaching: The 2017 Royal Institute of British Architects (RIBA) Visiting Board commended ESALA on “the quality of the relationship between critical enquiry and techniques of representation in research and teaching as evidenced in all aspects of student work and in particular in making.” It also commended and encouraged ambition to develop and explore architecture studio pedagogy in other disciplines as a model of teaching and research. Student work from the programme is regularly recognised in international design competitions and student awards.
- Supporting excellent facilities: ESALA aims to nurture a collegial academic community that encourages student representation in course and programme development, and supports a cross-programme student-led lecture series and other activities in collaboration with the profession. Facilities are excellent and include specialist glass, metal, wood workshops, photography and film and TV studios spread across ECA. Resources include a range of laser cutting and 3D printing machines supported by specialist technical staff as well as dedicated reprographic laboratories that complement studio spaces which are the main focus of enquiry-based teaching and learning. Students comment that the School’s ethos lies in the strong culture of making, the resources and workshops which encourage testing, experimentation and diversity of techniques of drawing and making.
- Celebrating lifelong learning: ESALA aims to be a national locus for public discussion and debate in architecture, landscape, construction and urbanism. The school regularly hosts the most interesting, influential and respected scholars, practitioners and thinkers in the discipline, including annually invited Visiting Professors and Fellows. Advance seminars in design, architectural research, conservation and history/theory are curated alongside exhibitions, workshops and open reviews of student work. The ESALA environment is envisioned as a place of lifelong learning, dialogue and architectural excellence, and welcomes alumni connections.
Collaborating with other global leaders and strong interdisciplinary teams: the research-led teaching on the Programme engenders and builds from international networks of exchange and collaboration which are evidenced in publication, exhibition as well as contribution to funded research projects.
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