Architectural Design Technology

UCAS code: K100

Here's what Wrexham University says about its Architectural Design Technology course.

Why choose this course? The Architectural Design Technology course explores how buildings are designed and constructed to satisfy aesthetic, functional and environmental considerations in the creation of architecture. The course is both creative and technical in its content.

The course is fully accredited by the Chartered Institute of Architectural Technologists (CIAT) and you will be eligible for Associate Membership (ACIAT) on graduation. Graduates can progress to full Chartered Member status with appropriate technical experience.

Students: Develop an understanding of how architectural designs evolve from an initial conceptual idea through to the construction, use and eventual decommissioning of buildings Respond to project briefs that require original ideas for buildings based on local development sites Consider implications of decision-making in terms of the structural form and material fabric of buildings, with a particular emphasis on environmental protection and being resilient to the effects of climate change Develop an identity as an architectural designer through the development and rationalisation of their own conceptual ideas.

Key Course Features: This course is accredited by the Chartered Institute of Architectural Technologists, offering free student membership and access to the young/new members group, AspirATion The course provides opportunities to directly engage with industry and the architectural technology profession through site visits, conferences and guest lectures Lectures are delivered in consecutive blocks as far as possible, and where appropriate on-line, to ensure flexible study time away from University A variety of teaching and learning methods are used to ensure that technical content is applied to typical design and construction scenarios, including through the use of industry-standard digital resources that are available both on- and off-campus The Built Environment subject area is part of the Faculty of Art, Computing and Engineering (FACE) and therefore content benefits from association with arts, computing, engineering and renewable energy subject disciplines.

What you will study YEAR 1 (LEVEL 4) The first year of the Architectural Design Technology course comprises seven core modules and one optional module that combine to provide an informed introduction to the range of aesthetic, functional, legal and environmental considerations that contribute to the design and construction of buildings.

MODULES Architectural Design Technology 1 (Core) Digital Technologies in Drawing and Modelling (Core) Digital Technologies in Surveying (Core) Legal Principles, Compliance and Liability (Core) Science and Materials (Core) Construction Technology (Core) Professional Practice 1 (Core)

Choice of one: Building Surveying 1 (optional) Civil Engineering Design (optional) Construction Management 1 (optional) Quantity Surveying 1 (optional)

YEAR 2 (LEVEL 5) The second year of the course builds upon the first through modules that explore important technical and procedural considerations in the development of architectural projects. Modern Methods of Construction considers opportunities for prefabrication and the use of modular design systems, and Procurement and Contract Practice addresses the ways in which building designs are commissioned and implemented towards completion and use.

MODULES Architectural Design Technology 2 (Core) Modern Methods of Construction (Core) Building Services (Core) Procurement and Contract Practice (Core) Commercial Management (Core) Professional Practice 2 (Core)

YEAR 3 (LEVEL 6) The final year of the course provides an opportunity to research a particular area of interest in Individual Research Project, and to define and develop a significant architectural design proposal in Major Project.

All nineteen modules combine to engage students in their chosen field of study and are intended to encourage confidence and enthusiasm in the development of their expertise.

MODULES Project Management (Core) Design for Climate Resilience (Core) Individual Research Project (Core) Professional Practice 3 (Core) Major Project (Core)

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.

Teaching & Assessment Modules are delivered using a variety of teaching and learning techniques, including traditional lectures, practical ‘hands-on’ activities, tutorials and group discussions, laboratory work, construction site-based observation and peer appraisal. The main priority is to ensure that you feel comfortable within the academic learning environment and feel able to contribute to the discussion of subject matter within any class, tutorial or other learning activity that forms part of your studies – teaching and learning is fundamentally a two-way process within which your opinion is vitally important.

A range of assessment methods are used within the programme to simulate the sorts of written, practical, visual and oral communication skills that are expected of architectural technologists; written reports, the practical use of technical equipment, visual presentations, laboratory analyses, in-class tests, examinations, coursework and oral presentations are all important ways in which you can demonstrate your understanding. The types of assessment selected for each module have been chosen to best-suit the nature of the technical content in each subject, and collectively provide a range of opportunities for you to demonstrate your interest, enthusiasm and interpretation of content during your studies.

In terms of particular assessment needs, the University’s Inclusion Services department can provide appropriate guidance and support should you require reasonable adjustments to be made to assessment processes because of a recognised prevailing disability, medical condition, or specific learning difference.