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Glyndwr University, Wrexham

Architectural Design Technology

UCAS Code: K100

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements

A level


Accepted alongside A-Levels as part of overall 112 UCAS Tariff requirement.

112 UCAS Tariff points

112 UCAS Tariff points

Accepted as part of overall 112 UCAS Tariff requirement.

112 UCAS Tariff points from International Baccalaureate Certificates

112 UCAS Tariff points

Accepted alongside Irish Leaving Certificate Higher Level as part of overall 112 UCAS Tariff requirement.

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)


112 UCAS Tariff points

112 UCAS Tariff points

UCAS Tariff


Accepted as part of overall 112 UCAS Tariff point requirement.

About this course

Course option


Full-time | 2020


Architectural technology

Our Architectural Design Technology degree explores how design and technology work together, giving you a practical working knowledge of both areas.

The course is fully accredited by the Chartered Institute of Architectural Technologists (CIAT) and you will be eligible for Associate Membership (ACIAT) on graduation. You can progress to full Chartered status with appropriate experience, and being a Chartered Architectural Technologists will give you all the same powers as an Architect but in considerably less time.

Students will:
• work on local projects including real schemes with real clients, as well as involvement with European partners.
• develop knowledge of how designs evolve from the initial idea to the construction stage and beyond.
• develop skills, discover new ones, and become a confident, convincing Architectural Technologist.
• the opportunity to gain architectural employment during their second and third years of study

This course is also available to study with a foundation year BSc (Hons) Architectural Design Technology (four years including foundation year) UCAS Code: 28L4


The course is structured around design module projects present in every year, increasing in complexity from the domestic to the urban development scale, with the integration of Computer Aided Design and construction technology modules in particular informing the design process.

You will be assisted, in the Design Studio, in applying the concurrent knowledge gained in the other modules you study in the same year to your designs. For example the domestic construction technology you study in Year 1 will help you develop your own designs for shelters and houses in the design module you’ll complete in that year.
You will continue this process in Years 2 and 3 as well by developing your cumulative knowledge across the all the years so by the time you get to the final design project in your third year, you’ll be applying specialisms from across your whole time as a student.


At Level 4 studies are introductory and broad. For example, Construction Technology 1, will explore construction at a domestic level and supplies the technical knowledge which directly underpins the Architectural Design & Technology 1 module. The design module, progressed through a series of domestic scaled projects, also incorporates a significant amount of dimensional surveying, and traditional drawing and model making techniques, enabling the exploration of three dimensional forms.


Architectural Design & Technology 1
Construction Technology 1
Computer Aided Design
Site Appraisal
Sustainable Development
Academic and Professional Development


At Level 5 the Architectural Design & Technology 2 module is centred on the development of a non-domestic building and other projects, undertaken individually and in groups, which examine alternative environmental strategies and explore the influence of existing buildings on the environment. Project development is subject to a rigorous series of tutorials and peer group critiques. The technological theme is broadened to encompass Architectural Structures as well as deepened by the Construction Technology 2 module which focuses on commercial buildings.


Architectural Design & Technology 2
Architectural Structures
Construction Technology 2
Planning and Building Control
Development Management


The core of the Level 6 work is centred on the main individual and group projects in Architectural Design & Technology 3 which contains the research and analytical elements associated with a dissertation. The intention at this level is to widen the student’s awareness of the increasing complexity of the design process and its integration with more complex technology through the Construction Technology 3 module, which explores modern methods of construction.


Architectural Design & Technology 3
Construction Technology 3
Inter-Professional Studies
Health & Safety
Urban Renewal

All the modules are CORE to your course, with the Architectural ones being specific to just Architectural Design Technology students, and further modules being shared with other students from the Built Environment. These shared modules allow you to mix with students with a broad range of experiences in the construction industry, as well as school leavers, part time students, and European and International students.

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

The overall strategy for the Built Environment as a whole is to ensure that assessment:

provides the opportunity for learners to demonstrate achievement of the learning outcomes at each level of study;
allows learners to demonstrate achievement at the threshold and exemplary levels;
reflects the requirements of practice;
increases employability;
is sufficiently varied in order to accommodate different learning styles; and
provides opportunities for diagnostic, formative and summative feedback.

Your work will include design presentations, group and individual presentations relating to non-design modules, the creation of portfolios, essays and technical reports as well as practical assessments relating to surveying etc.

All your work is assessed by these methods and there are no examinations; something we were congratulated on by the Chartered Institute of Architectural Technologists who view practical assessments as a far better learning method for Architectural Technologists. Therefore methods of assessment have an emphasis on practical tasks based on the simulation of ‘real life’ situations to prepare you for the working world and gain abilities valued by potential employers.
Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.

We offer workshops and support sessions in areas such as academic writing, effective note-making and preparing for assignments. Students can book appointments with academic skills tutors dedicated to helping deal with the practicalities of university work. Our student support section has more information on the help available.

With all assessments, you will be fully supported by the teaching team; including assigning you a personal tutor you can speak to about any issues you have during your time on the course.

Work is undertaken both individually and in groups. You will be encouraged to think independently, critically and logically to effectively communicate appropriate design solutions. The course aims to inspire professionalism, design flair, technological competence and originality.

Tuition fees

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The Uni

Course location:



School of the Creative Arts

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What students say

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After graduation

The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.


What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

Employed or in further education
Employed in a role where degree was essential or beneficial

Top job areas of graduates

Draughtspersons and related architectural technicians
Architects, town planners and surveyors
Teaching and educational professionals

Architecture had a difficult time a few years back during the great recession, but those days are over and the degree is in demand as house building and infrastructure have increased in importance. Most working architects secure jobs in the architecture industry, more usually starting as assistants rather than full-blown architects or chartered technicians. Some, however, move into management, design or marketing roles, where they find their planning, design and project management skills are very welcome. Nearly half the architecture-related jobs last year were in London or the South-East, and this group are rather more likely than average to find their jobs through personal contacts, so polish your networking skills, or see if you can get work experience if you want to succeed as an architect.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Architectural technology

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.







Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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