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Architecture Placement: Working Learning COURSE HANDBOOK Semester 1 & 2, 2013/4 Course Organiser: Mr Liam Ross Course Code: ARCH10004

Building Warrant Plan, Young Street Lane North, Malcolm Fraser Architects / Liam Ross

Contents Introduction, Course Summary, Learning Outcomes Lecture Synopsis, The Placement Assignments Assessment Reading and Resources Logistics: Timetable & Teaching Venues General Information

ESALA Course Handbook: Architectural Placement: Working Learning (ARCH10004)

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Introduction The MA (Hons) Architecture Placement: Working Learning is an honours level course that introduces students to a concern for architecture as a professional practice. The course addresses a range of topics - the architect/client relationship, the role of professional bodies, legislative framework and modes of procurement – in order offer students a framework of professional knowledge, preparing them for future employment. A series of lectures offered at the start of the course examines what it is to be a professional architect; how has a definition of the role of the architect emerged , what transformations has it undergone, and what are the social and technical driver behind these changes? The series will attempt to situate changes in modes of professional accreditation, the sequencing of work, regulatory requirements, building contracts, and forms of appointment, within their historical context. A series of workshops are offered later in semester 1 aim at developing core competencies that will be required by students seeking employment; the ability to develop a CV, a professional portfolio, interview skills, working with on-line research databases, and recording professional experience. During semester 2, students are on Placement; the Architecture Placement: Working Learning course, then, is also an opportunity or workplace learning. Knowledge gained through the lecture series, and while on placement, is then tested through a series of distance-learning assignment. These assignments are intended to structure work-based learning during the Placement period, offering students opportunity to analyse and reflect upon their work experience. Course Summary Content Credits SCQF level School / Department

10 weekly lectures semester 1. 3 LEARN assignments semester 2. 40 10 Edinburgh School of Architecture and Landscape Architecture (Department), Edinburgh College of Art (School).

Learning Outcomes LO1 LO2 LO3

An understanding of business management and knowledge of the legal and statutory frameworks within which Architectural Design is practiced and delivered. [ARB criteria GC4, 6, 10 & 11] An understanding of the role of the client, Architect and related professions in the costing, procurement and realisation of architectural design projects. [ARB criteria GC6, & 11] An understanding of the role of the Architect in society, including knowledge of professionalism and emerging trends in the construction industry. [ARB criteria GC6, 10 & 11]

The learning outcomes are designed to cover aspects of the ARB/RIBA criteria that are listed in the BA/MA ARB Mapping document in the Programme Degree Handbook.

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Teaching & Learning Environment Overview Lectures

Week 1

Lectures Introduction [Ross] This lecture provides an overview of the lectures and assignments associated with this course, as well as outlining the role of the ‘placement’ period in the ESALA MA Architecture programme. It clarifies the concept and purpose of practical training as an aspect of this professional qualification, and how this can be achieved and recorded during placement. It explains the professional requirements of practical training and the academic requirements of the placement period,

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What is a Professional? [Ross / Parry] Learning Outcome 3 This lecture reflects upon what it is to be a professional, and a professional architect. It reflect upon the notion of a profession – a public declaration of skill – as well as offering a brief account of the professionalisation of architectural practice. In doing so, it attempts to outline the social purposes to which the practice of architecture has been turned, and the kinds of crisis’ it has faced, and consider a number of challenges currently facing the profession.

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Plan of Work [Paterson] Learning Outcome 2 This lecture outlines the sequencing of work within architectural practice, through the anecdotal chronicle of the life of a construction project from commission to completion. It introduces students to the RIBA Plan of Work, and to key figures within any construction projects, and considers current changes to these roles and sequencing.

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Building Procurement [Carter] Learning Outcome 2 This lecture considers how buildings are commissioned, how consultancy and construction work are paid for. It introduces students to the range of building contracts commonly used in contemporary practice, offering a comparison of their relative benefits, and reflects upon the drivers that are leading to a change from ‘traditional’ to ‘modern’ modes of procurement.

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Office Structures [Kobayashi, Fraser, Gordon] Learning Outcome 1 This lecture considers the legal frameworks through which architects organise their practices; three practitioners will offer presentations on the work and legal organisation of their practices, reflecting on how legal constitution effects issues such as liability, profit-sharing, and practice ethos, considering what kinds of changes in practice might trigger, or be triggered by, changes in legal organisation.

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Legislative Frameworks [Ross]

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Learning Outcome 1 This lecture provides an outline of the legislative context of practice. It offers a summary of the statutory permissions required for construction projects within the UK, and provides a brief account of their history, purpose, and implication for design practice. 7

Professional Skills

Week 8

Communications

Fees [McLachlan] Learning Outcome 3 This lecture considers how architects charge for their work; it offers a brief outline of the history of fee calculation, considering how different fee mechanisms are used for different kinds of work, situating and reflecting on trends in architects fees, and salaries. A short exercise will introduce students to calculate a competitive fee bid. Workshops Presenting yourself: CV’s ,Interviews and Folios [Ross / McIntyre] This session provides advise on writing a CV and preparing for interview. It will include a workshop through which students will be coached in recognising and expressing their transferable skills, and an interview role-playing exercise.

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Remote Study [Furness] This session introduces students to range of digital resources available through the library –e-journals, the Avery Index and the CIS database – and prepares students for continuing to study on Placement and in practice.

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Recording Professional Experience: RIBA PEDR [Stowell / Paterson] This lecture introduces students to the RIBA professional experience and development record system [PEDR],advising on how to register for the service and complete a quarterly record sheets, as well as introducing your Professional Studies Advisor.

Lectures will be used to introduce you to proposed projects and other key events and activities. Lectures slides will posted on LEARN 24 hours in advance. A synopsis of each lecture is provided above. A recommended reading is provided for each lectures, and students are advised to read this in advance as preparation.   LEARN and help with your learning Remember that we will use r mail to communicate with you. If you have any questions about what you are studying, you can use LEARN mail, or better still, post a note on the discussion boards that will be set up on the LEARN site. Please use LEARN mail for all correspondence with the course organiser while on Placement.

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Teaching & Learning Environment The Placement What is a Placement?

A Placement is a continuous period of employment or related activity during which a student undertakes a programme of work experience. It is usually conducted in an architect’s office,but might involve employment within a related field – such as construction work, product-design, journalism, voluntary work. Alternatively it might involve the undertaking of a private commission, an independent competition entry, or a programme of self-directed research. Please Note: The University does not ‘place’ students. It is the responsibility of each student to secure relevant employment or define related activity. Students are encouraged to use their own initiatives, work to their own strengths, and develop their own interests, and are advised to consider opportunities locally, nationally and internationally. Part of the qualification for registration as an architect in the UK – as set out by the Architect’s Registration Board - is a period of work experience, or ‘practical training’ (see below). The Placement period on the MA Architecture programme is therefore an opportunity for students to gain and record relevant experience as required for future professional registration. Traditionally, part of this practical training is gained at ‘Part 1’ level, by students taking a year-out between the first and second degree, and many schools require this prior to entry on ‘Part 2’ courses. The Placement period of the MA (Hons) programme at ESALA is unique in that it allows students to gain a years practical training within the timeframe of the 4 year honours degree, and replaces the need for a traditional ‘yearout’ between degrees.

Academic Requirements

For the purposes of your Placement period on the ESALA MA (Hons) Architecture course, there is no minimum duration of placement, no limit to the number of placements undertaken, no limit to the location of your placement, and no limit to the form of employment taken. ESALA does not approve placement positions, nor does it assess work undertaken for your Placement employer. The academic requirement for the completion of your Placement Period, then, is that you undertake work or related activity that provides relevant experience allowing you to complete distance-based assignments: the Architecture Placement: Working Learning course, and the Architecture Placement: Reflections course. However, students are advised that the best form of experience to gain for both academic and professional purposes is paid employment under the direct supervision of an architect. However, understanding that the availability of such employment depends upon market forces, and recognising the benefits of other forms of experience, Placement students are also free to consider other forms of Placement, such as: Work in a related field: Valuable practical training, as well as relevant experience for your academic assignments, might be gained by work in a related fields, such as construction work, other design practices (graphic-design, productdesign, costume-design, set-design, interior-design, lighting-design, sound-design etc), or architectural journalism, to name a few. Voluntary Work: The Placement period might provide students with an opportunity to do voluntary work. There are number of voluntary organisations concerned with architecture and international development, that would offer the Placement student relevant experience: Architecture Sans Frontiere

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(www.asfint.org); Arkitrek (www.arkitrek.com); and Article 25 (www.article25.org)which has an ESALA Student Chapter. Internships: Students might consider applying for a recognised internship (an unpaid training and development programme) through a relevant company, such as UN Habitat (www.unhabitat.org). Host-Practices: In order to support Part 1 & 2 work students seeking relevant work-experience in times of recession, the RIBA invites practices and universities to act as ‘Host Practices’; offering year-out students a desk-space and facilities, when no paid work is available. Working with a Host Practice would provide students with support to conduct self-directed practice or research, at the same time as gaining experience of practice through observation. Refer to the RIBA ‘Memorandum of Agreement for Host Practices’1 for further details. Self-directed practice / research: if no paid employment is identified, students should define a self-directed course of practice / research. This might involve student competitions, speculative design-proposals, a private commission, or independent study. Self-directed study entails considerable freedom and responsibility; any student considering such an approach should discuss their proposals in detail with the Course Organiser. Please Note: It is not recommended that this approach be taken for the duration of the placement – all students are advised to secure paid or structured work-experience for as much of the placement period as possible. Professional Requirements

The ARB does sets some requirements for the type of experience that can be counted as ‘practical training’, the experience required for registration. Rule 13b of the Board’s General Rules states that applicants are required to have: “recently completed a minimum of 24 months’ practical experience under the direct supervision of a professional working in the construction industry which should include at least 12 months working in the EEA, Channel Islands or the Isle of Man, under the direct supervision of an architect.”2 Therefore, in order for students to count their Placement period toward the minimum period of practical training required for registration, students must seek opportunities that are under the supervision of a construction industry professional, ideally an architect working in the European Economic Area.While the ARB does not set a minimum length on individual periods of employment, they suggest that very short placements are not likely to offer in depth experience; it recommends that student look for placements of minimum of 3 months duration3. Further, given that both the ‘Part 3’ exam and ARB registration require knowledge of UK law and practice, the RIBA recommend that a minimum of 12 months practical experience is undertaken in the UK, working on UK projects, under thedirect supervision of an architect qualified in the UK4.

Professional Experience and

For further general questions about ARB and RIBA requirements, refer to the FAQ’s footnoted. If you have specific queries not answered by these, contact the ARB or RIBA directly, or speak to your professional studies advisor (PSA) listed below. Students who find placement employment that is eligible to be considered as practical training under the ARB/RIBA rules should record that experience. Students should use the RIBA Professional Experience and Development

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http://www.architecture.com/EducationAndCareers/HostPractice/HostPractice.aspx http://www.arb.org.uk/qualifications/information_for_students/practical_training_requirements.php 3 http://www.arb.org.uk/qualifications/information_for_students/practical_training_requirements_faq.php 4 http://www.pedr.co.uk/textpage.asp?menu=1a&sortorder=50&area=main 2

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Development Record

Record (PEDR) system. In order to do so, students must register with the PEDR scheme, and complete a quarterly record of their experience to be signed by the Universities Assistant Professional Studies Advisor — Jane Paterson. A workshop introducing students to the PEDR Scheme will be offered during the lecture series. Further details regarding the scheme, and other essential guidance on all aspects of professional training, can be found on the RIBA website(www.pedr.co.uk).Students with specific queries should contact the RIBA, or Jane, directly (address below).

Preparing for your Placement

Students are advised to prepare a CV, a digital sample of work (small enough to be e-mailed) as well as a physical portfolio (to be taken to interview). Students might also consider developing an on-line portfolio or web-site. A workshop will be held offering advise on these documents. Students are also advised to begin identifying, and applying for, work placements. Where known to ESALA, placement opportunities will be listed on the course LEARN page and on the Library Noticeboard (Minto House). Students are recommended to check these forums regularly while looking for work. Placement opportunities are also listed in trade periodicals such as Building Design (www.buildingdesign.ubmmagazines.com) and The Architects Journal (www.architectsjournal.co.uk). The RIBA also offers an appointment service that lists Part 1 Placements (www.ribaappointments.com). The most comprehensive listing of UK practices is the RIBA Directory of Practices. There is also an RIAS Directory of Members and Practices. The latest editions of both of these are also available in the Architecture Library. The RIBA also publishes a Directory of International Architects. A list of employers who have previously offered ESALA students placements will also be posted on LEARN.

ERASMUS

The Erasmus programme provides financial support for students studying in another European country as part of their undergraduate degree. Because the Placement period forms part of your MA Degree at ESALA, Placement students are eligible to apply for financial support if they undertake a work placement in another European Country. In order to gain grant funding, students must apply before Christmas of this year. Therefore, any student considering applying for a work-placement or internship in Europe (but not in the UK) should register with ERASMUS during semester 1. Further details are available at http://www.ed.ac.uk/schools-departments/internationaloffice/exchanges/erasmus/placements. Any queries about the scheme should be addressed to the University Exchanges Officer, Lesley Balharra.

Payment

Under the National Minimum Wage Act, anyone who is classified as a ‘worker’ has specific legal rights and is entitled to the minimum wage. This act safeguards employees against individual exploitation and general wage depression. It is possible for employers to gain exemption from this act where work experience has an educational benefit; in the current economic climate, some employers are using this exemption to offer unpaid internships to Part 1 students completing PEDR. The RIBA is seeking to remove this exemption, to bring in measures to ensure that chartered practice are required to pay minimum-wage to Part 1 students, and also to make unpaid work ineligible for recognition as practical training. It should be noted, then, that ESALA does not recommend or condone students undertaking unpaid work in architectural practice. If students are offered an unpaid opportunity – such as a voluntary post, internship, or Host Practice position, they should carefully consider the education benefit of the opportunity, and ensure that they are not being exploited, or contributing to wage depression.

Contact

It is important to maintain contact with the University while on Placement.

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Students should regularly access their university mail, and the Architecture Placement: Working Learning LEARN page. Students are also required to inform ESALA of any changes in contact details. When you have secured an Placement you should ensure that the Architecture Office has your work address and a personal contact address by submitting these details on an Internal Enrolment form to the Architecture Office. A Blank form can be downloaded from LEARN. Support

The following support contacts are available to students on Placement: Architecture Placement: Working Learning Course Organiser Liam Ross Students should contact Liam, via the course LEARN page, with any query regarding the academic suitability of a Placement opportunity, and with any queries regarding course assignments. Professional Studies Advisor Jane Paterson [studio@patersonarchitects.com] Students should contact Jane with any queries about the professional suitability of a Placement Opportunity, and with any queries regarding the PEDR scheme. Exchanges Officer (ERASMUS) Lesley Balharra [Lesley.Balharry@ed.ac.uk] Students should contact Lesley if they are thinking of applying for a work placement in Europe (and outside the UK) to apply for financial support. Employment Mentor When completing a Placement that is eligible to be recorded as practical training via PEDR, students should ensure that they are assigned an Employment Mentor; a senior employee in the organisation offering the Placement (architectural practice) who agrees to provide supervision and guidance. The Employment Mentor has specific role in the PEDR scheme that you should ensure they are aware of. Placement Tutor Various - To Be Confirmed August 2014 In semester 2, every student will be allocated a Placement Tutor to offer guidance concerning the Architecture Placement: Reflection course. Students should refer to the relevant course handbook for further details.

Duration

Junior Honours Semester 2: January - June The Long Vacation June – September Senior Honours Semester 1: September – December It is for students to decide how long they remain in employment over the Long Vacation, and during December. Students wishing to maximise the practical training experience achieved should look to spend the full year in Placement, making up the equivalent of a ‘Year Out’. There is no limit on the number of different placement opportunities that a students undertakes during this period, though students should look for Placements of a minimum 3 month duration. Please note that each of the two years- third and fourth year- in which a period of Placement is offered provide a full 120 credits so the University charges full fees for each of these years. Please consult Registry if you require further information.

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Assignment Briefing: 1

SHORT ESSAYS QUESTIONS This assignment is intended to test students understanding of issues of professional practice introduced in the lecture series. Through four short essay questions, it asks students to investigate a selection of those issues in greater detail.

Assignment 1. SHORT ESSAY QUESTIONS

Submission

Prepare six short answers, of Maximum 500 words each, in response to the questions listed below. Students should refer to published material to support and substantiate their response, but are reminded that plagiarism is a serious academic offence. All answer to the questions below should be in the students own words, and proper academic protocol should be used to reference all supporting material. A bibliography is provided including key readings on each subjects; strong responses, however, will be supported by more widespread reading around the subject, including reference to professional journals.

Submit your essays via the relevant assignments function of course LEARN page. The essays should be combined as a single PDF format document. Title your Submission as follows: APWL_1213_SEQ_insertstudentinitials

Assessment The assessment criteria for the course is the demonstration of the learning outcomes in

Weighting

relation to the specific themes, topics and problems as set out in the project briefs. With regard to this project, students should be careful to demonstrate: • Awareness and use of key references on the subject • Understanding of how design practice is affected by its professional context. • Clarity and quality of communication This assignment is worth 33% of the course credits.

Q1

Regulation Architectural design in the UK is subject to a wide range of regulatory requirements. Describe the governmental purpose and architectural implications of a selected article of UK building regulation. [Learning Outcome 1]

Q2

Office Structures An increasing number of architectural firms are choosing to organise themselves as Limited Liability Companies. In what circumstance is this form of office structure advantageous, and why? [Learning Outcome 1]

Q3

Procurement How does the architects design responsibility differ in ‘Traditional’ and ‘Design and Build’ contracting? Formulate an argument in support of one of these modes of building procurement. [Learning Outcome 2]

Q4

Construction Management Building Information Modelling creates new opportunities for collaboration in architectural design projects, but also threatens the traditional roles of construction industry professionals. Speculate bon the effect BIM systems might have on architectural practice. [Learning Outcome 2]

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Professionalism How is the title ‘Architect’ protected in the UK? Formulate an argument for or against the protection of the title Architect. [Learning Outcome 3]

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Pay Why were the RIBA fee scales abolished? Formulate an argument for or against fee scales. [Learning Outcome 3]

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Assignment Briefing: 2

DESIGN REPORT This is a work-based learning assignment, that asks students to consider the implications of issues raised in the lecture series on a design project they have experience of. It familiarises students with conventional professional media, in this case, the ‘Design Report’. Students whose Placement does not offer them experience of a relevant design project should use this exercise as a means of gaining further understanding of professional practices, through research into a specific project, or interviews with practitioners.

Project 2. DESIGN REPORT

In the UK, a ‘Design Report’ is a document submitted to a local council in support of a Planning Application. It explains the concepts behind a building proposal to the planning authorities, making reference to any pertinent factors that are considered to be material considerations by the Planning Authority. Prepare a Design Report of a project you have practical experience of 6. Through discussion with colleagues, or independent research, identify what material considerations** informed the design, and show how these are resolved by the design. Illustrate the report with relevant drawings, diagrams and visualisations (it may be necessary to produce new diagrams). The report should not be too long – a 2-4 page A3 document with a maximum 1000 words of text is recommended.

Guidance and References

Explicit guidance on the preparation of Design Statements is available at: http://www.scotland.gov.uk/Publications/2003/08/18013/25401 **Local councils offer a range of guidance and advise specifying the ‘material considerations’ to be satisfied when granting planning permission. Design quality is one such consideration, and the Design Report is principally a means to present the quality of a given design. NB: A Design Report does NOT need to list all the statutory requirements that a building proposal is subject to. However, the report should be a clear an simple statement that explains both the client-driven and statutory requirements, illustrating how the design satisfies them.

Submission

Submit your Project Report via the Assignments function of LEARN. It should be a single PDF format document. Title your Submission as follows: APWL_1112_DR_insertstudentinitials

Assessment The assessment criteria for the course is the demonstration of achieving the requirements set up by the learning outcomes in relation to the specific themes, topics and problems as set out in the project briefs. With regard the this project, students should be careful to demonstrate: • Awareness of what constitutes a ‘material considerations’ in Planning Applications. • Understanding of how a specific design responds to clients demands and planning requirements. • Clarity and quality of written and visual communication Notes Weighting

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If you do not find employment in an architects office, report on a project that you can visit, that is well published, or that you can interview the project architect. This assignment is worth 33% of the course credits.

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Assignment Briefing: 3

REFLECTIVE ESSAY The final assignment is an essay offering personal reflection on a topic relevant to contemporary professional practice. The choice of topic is open. Students might choose to focus on and extend their understanding of a topic raised in the lecture series. Students who secure placements in an architects practice might select a topic that affords reflection on their own work-experience. Students conducting self-directed practice or research might select a topic that draws upon, supports and extends that activity.

Project 3. REFLECTIVE ESSAY

Write a short essay offering a personal reflection on a topic of relevance to contemporary professional practice. The essay should be no more than 2000 words in length. Select a topic that your experience on Placement offers insight into. Draw upon relevant publication in order to develop and demonstrate an understanding of the topic. Use the essay to formulate and express a reflective and critical opinion on the topic.

Guidance and The bibliography may provide general supporting references relevant for you References choice of topic, however, this exercise is intended as an opportunity to structure reading beyond this list. Professional journals will provide an important source of reference for this assignment, and it is therefore important that students develop library skills to allow them to access the Avery Index, e-journals and other technical databases available on-line through the university. Submission

Submit your Project Report via the Assignments function of LEARN. It should be a single PDF format document. Title your Submission as follows: APWL_1112_RE_insertstudentinitials

Assessment The assessment criteria for the course is the demonstration of achieving the requirements set up by the learning outcomes in relation to the specific themes, topics and problems as set out in the project briefs. With regard to this project, students should be careful to demonstrate: • Awareness of current debates and concerns in professional practice. • Ability to formulate an argument drawing upon personal experience. • Clarity and quality of written communication Weighting This assignment is worth 33% of the course credits.

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Assessment

Late Submissions and Extensions

In addition to the information in this Course level handbook students are encouraged to refer to the Degree Programme Handbook for important information about assessment and examinations, including sections on Academic Regulations and Plagiarism etc. The responsibility rests with you to ensure that your coursework is handed in on time. Extensions Extensions will not be granted other than in exceptional circumstances within defined parameters. If there is a legitimate reason for not being able to meet the specified deadline for a piece of work, you should contact your DOS as soon as possible by email regarding the possibility of being given more time to complete the work. You should also copy your email to the ESALA SSO (C.Davies@ed.ac.uk). Do not wait until the day of the submission deadline to apply for an extension, you should apply as soon as you become aware that you might have a problem. An extension will only be granted on the grounds of illness or unforeseen personal circumstances. In either case you will have to supply appropriate documentation such as a Medical Certificate. You can submit the documentation to either the SSO or your DoS. Your DoS will then complete an extension request application on your behalf. Please note that submitting documentation does not in itself guarantee an extension and you must clearly indicate to your DOS that you are requesting an extension. Confirmation of granted extensions will be sent to you by email from the ESALA SSO or your DoS. Foreseeable problems, such as computer or printer failures, difficulty in obtaining access to source material, delays in delivery of material sent through the post, common ailments such as colds, etc. should be allowed for in the planning of your work schedule. This course entails work-based learning; you are required to complete academic assignments while in some form of employment. Students are therefore asked to take particular care when planning their work schedule; pressure from competing employment-based deadlines will not normally be considered as grounds for extension. Non-submission A mark of zero will be allocated to any item of compulsory coursework which is not submitted by the due date and time. You must ensure that you meet deadlines for hand-in. Late work is not examined at the time and may have serious consequences for your progression. Foreseeable problems, as indicated above, should be allowed for in the planning of your work schedule. Late Penalties If assessed coursework is submitted late it will be recorded as late and a penalty will be exacted. The penalty is a reduction of the mark by 5% of the maximum obtainable mark per day (e.g. a mark of65% on the common marking scale would be reduced to 60% up to 24 hours later). This applies for up to five days (or to the time when feedback is given, if this is sooner), after which a mark of zero will be given.

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Items of coursework submitted after the specified submission deadline (or where an extension has been granted the re-negotiated date) will be deemed to be late submissions and will be subject to a deduction of five marks (5%) per working day up to five days; thereafter a mark of 0% will be recorded. In this event, if the coursework is submitted before feedback has been given on the assignment, it will still be recorded as a submission and a face value mark will also be recorded – but not awarded. Plagiarism

Plagiarism is a serious offence against ESALA discipline. For detailed advice on how to avoid this, please see the Programme Handbook. Please note: while assignments 2 & 3 are work-based assignments, asking students to draw upon office documentation, nonetheless, student submission should be original work, using clear referencing to identify any material (i.e. office drawings) that is not the students own.

Adjustments

Students with declared disabilities will have a learning profile. The Course Organisers will make adjustments in accordance with the recommendations of the profile. Please contact the Student Disability Service if you have any questions. Web: www.ed.ac.uk/student-disability-service Email:Disability.Service@ed.ac.uk Telephone: 0131 650 6828

Assessment Criteria

Criteria and Feedback The assessment criteria for the course is the demonstration of achieving the requirements set up by the learning outcomes in relation to the specific themes, topics and problems as set out in the project or assessment brief.

Summative Feedback and Assessment

At the end of the course, students will receive summative assessment in the form of final grade for each assignment / question, in relation to relevant Learning Outcomes. Summative feedback will be offered explaining each grade. Your official student record (as viewed in MyEd) and final transcript will record a final overall mark for the course as a whole. Please refer to the Programme Handbook for details of Assessment Procedures.

Marking Scheme and Grade Descriptors

Refer to the ESALA Programme Handbook for details of the Common Marking Scheme and grade descriptors.

Assessment Regulations

The Academic Assessment Regulations are available online. The regulations set minimum requirements and standards for students and staff, expressing in practical form the academic goals and policies of the University: www.ed.ac.uk/schools-departments/academicservices/policies-regulations

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Reading and Resources The following list is offered as a selection of publications which are relevant to the Architecture Placement: Working Learning projects. They are organized by lecture theme. For each lecture an essential reading is idenitifed in the lecture synopsis [see above]. Further reading are recommended to support required study toward course assignments: Professional ism

Architectural Knowledge: The Idea of a Profession, Francis Duffy and Les Hutton, 1998 • Interesting reflective essays on the nature and predicament of the architectural profession, and architectural knowledge, written by former RIBA President. The Architect’s Code, ARB, January 2010. • Standards and code of conduct for all architects in UK; http://www.arb.org.uk/news_and_information/information_for_architects/architects_c ode_2010/code.php Code of Professional Conduct, RIBA, April 1999 • Codes of Conduct operating for architects who are also members of the RIBA;http://www.riba.org/fileLibrary/pdf/code_of_prof_conduct.pdf The Architect in Practice, David Chappell & Christopher J Willis, 9th edition, Blackwell, 2005 • Chapter 2 offers a commentary on the RIBA and ARB codes of conduct..

Running a Job

The Outline Plan of Work, RIBA, November 2008. • Commonly accepted guide that organises construction design and management into a sequence of Work Stages:http://www.architecture.com/Files/RIBAProfessionalServices/Practice/Outlin ePlanofWork(revised).pdf Architect's Job Book, 7th edition, RIBA, 2000 • follows the Plan of Work; new edition includes forms for systematically recording progress The Architect in Practice, David Chappell & Christopher J Willis, 9th edition, Blackwell, 2005 • Section 2, chapters 6-13, offers a detailed analysis of the RIBA plan of work. Architect's Guide to Running a Job, Ronald Green, 6th edition, 2001 • a guide which covers the entire process, using a flow chart; many checklists

Regulatory Apparatus

Technical Handbook: Domestic and Non-domestic, Scottish Government, The Stationary Office, 2011 • Technical handbooks that provide guidance on the standards set by the Building (Scotland) Regulation 2004. The Building Regulations: Explained and Illustrated, Billington et al, 13th edition, Wiley-Blackwell, 2007 • covers the regulation of building in England and Wales: (http://www.scotland.gov.uk/Topics/Built-Environment/Building/Buildingstandards/publications/pubtech) The CDM Regulations explained, Raymond Joyce, Thomas Telford, 1995

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• explains the framework of health & safety law, and the Construction (Design & Management) Regulations1994 in particular, defining the roles and duties of all parties in a building contract. Access for people with disabilities: a building design guide, City of Edinburgh Council, 1995 • a council published guideline that offers advise on design for universal access. BREEAM • The Building Research Establishment’s Environmental Assessment Method is one of the most popular methods of environmental assessment ratings. (http://www.breeam.org/) Health and Safety at Work etc. Act 1974, HMSO 1974 • The primary piece of legislation covering occupational health and safety in the United Kingdom. Available online at: http://www.legislation.gov.uk/ukpga/1974/37/contents Workplace (Health, Safety and Welfare) Regulations 1992. Approved Code of Practice, HSE, 1992 • The code of practice explaining the piece of legislation covering workplace health and safety regulation. Five Steps to Risk Assessment, Health and Safety Executive, 2011 • a short guide to preparing a workplace risk assessment. http://www.hse.gov.uk/pubns/indg163.pdf Procuremen t

Constructing the Team, Sir Michael Latham, Final Report July 1994, HMSO • authoritative review of the procurement and contract arrangements in the UK building industry Rethinking Construction, Sir John Egan, 1998, DETR • further review of the procurement and contracts arrangements of the UK building industry. Which Contract?, Hugh Clamp, RIBA 2007 • Section 3 offers a comparison of different procurement routes, including ‘traditional’ and ‘design and build’ forms of procurement. BIM Handbook, Chuck Eastman, Wiley 2011 • Offers a history and guide to Building Information Modelling as a design, construction and building management tool.

Office Structures

The Architect in Practice, David Chappell & Christopher J Willis, 9th edition, Blackwell, 2005 • an overall guide to architectural practice based on the Plan of Work, includes a section on legal organization. The Business of Architectural Practice, Derek Sharp, 2nd edition, BSP Professional Books, 1991 • covers the legal basis of practice, administration, accounting, insurance & project management Architect's Legal Handbook: the law for architects, Anthony Speight & Gregory Stone, 8th edition, Architectural Press, 2004

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• substantially revised & updated to include the latest Scottish & English law, section on Europe Architect's Handbook of Practice Management, 7th edition, RIBA 2001 • a basic, comprehensive reference; the profession, building industry, office & job procedures. Getting Paid

Architects' guide to fee bidding, M. Paul Nicholson, Spon, 2003 Conditions of Engagement for the Appointment of an Architect SCA 2000, (RIAS) or Standard Form of Agreement for the Appointment of an Architect (SFA/99), RIBA, 1999 • these are alternatives which support a standard Memorandum of Agreement Architect's Fees: 2011 edition, Fees Bureau, Mirza and Nacey research, 2011. • a survey of fees charged by private architectural firms, published by the Fees Bureau: http://www.feesbureau.co.uk Architects' Services: A Report on the Supply of Architects' Services with Reference to Scale Fees , The Monolopies and Mergers Commission, HMSO, 1973. • a report on the supply of architects services, that lead to the abolition of enforced fee scales: http://www.competitioncommission.org.uk/rep_pub/reports/1976_1979/108architects.htm

Online Resources

University Library http://www.lib.ed.ac.uk/ The University Library website can be used to access to following useful links: Using Other Libraries. Under the Sconul Access scheme, students on placement may borrow from other academic libraries. Click on the link for more information and a list of the participating university and college libraries.http://www.access.sconul.ac.uk/users_info/index_html Application Form for SCONUL Access. Please download and print out the application form.Once you have filled it out, take it to the main university library for authorisation. http://www.access.sconul.ac.uk/users_info/application_html RIBA Library. Note that the RIBA are now offering FREE student membership. This means you can use the library, which is the biggest architectural library in the country http://www.architecture.com/go/Architecture/Reference/Library_897.html On-line application form for RIBA student membership http://members.riba.org/student/ (folder:)E-Journals and Databases (link) Technical Indexes: Construction Information Service: Full-text technical documents relating to the construction industry. Full-text database of catalogues from manufacturers and suppliers in the construction industry. Login: univedinburgh Password: robertson http://uk.ihs.com/about/Technical-Indexes.htm

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Avery Index to Architectural Periodicals. Indexes more than 1,000 periodicals published worldwide on archeology, city planning, interior design, and historic preservation, as well as architecture from 1977 to date. http://www.lib.ed.ac.uk/resources/databases/findlita.shtml E-Journals. If you are accessing e-journals outside the university, you may be asked for a log-in and password when you reach the journal site. Click on "login with Athens" and use your EASE log-in and password http://ud6uw7rb3p.search.serialssolutions.com/ Jstor: the scholarly journal archive. For full text of journal articles http://uk.jstor.org/jstor Other Useful Links

ESALA Projects http://www.esalaprojects.co.uk/ ESALA Projects supports design consultancy undertaken by staff and students at the Edinburgh School of Architecture and Landscape Architecture. Staff members at ESALA offer professional and academic expertise in the fields of Architecture, Landscape Architecture, Urban Design and Conservation. ESALA Projects frequently offers ESALA students voluntary or paid placements engaging with ongoing projects. If a students is interested to know about current projects, please visit the website or contact: ESALAProjects@ed.ac.uk ARB: Practical Experience Guidelines http://www.arb.org.uk/news/information-leaflets/practical-experienceguidelines.shtml Steelbiz. Steelbiz is an information system created by The Steel Construction Institute that gives those involved in steel construction access to up-to-date, high quality, technical information relevant to steel construction. Steelbiz provides access to a wide range of information including: Technical Guidance, Design Data, Products and Services, Case Studies, Worked Examples, and CPD Lectures. http://www.steelbiz.org/ RIBA Model Health & Safety Policy. File: RIBA Model Health & Safety Policy Architecture Web Resources. A comprehensive list compiled by the Architecture Studies Library of the University of Nevada http://library.nevada.edu/arch/rsrce/webrsrce/contents.html Student Competitions. The Architecture Room publishes an online guide to current student architecture competitions. http://www.thearchitectureroom.com

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Logistics Please also read the section on Teaching & Learning Environment as this also includes important information related to the delivery of this course. Important Dates Introduction Assessment Dates

17th September, 2012, 14:10 – 15:30, Main Lecture Theatre (Room E22), Main Building, Lauriston Place. There will be a number of assessments throughout the semester, all conducted through LEARN submissions: Assignment 1: Short Essay Questions: 12:00 noon, Friday February 7th, 2014 Assignment 2: Design Report: 12:00 noon, Friday March 7th, 2014 Assignment 3: Reflective Essay: 12:00 noon, Friday April 4th, 2014 Teaching Venues Lectures and workshops will take place semester 1, in: Main Lecture Theatre (E22), ECA Main Building, Lauriston Place, Tuesdays, 14:10 – 15:30, Weeks 1-10. Attendance

Attendance Monitoring (all students)

It is greatly to your advantage to attend all of the classes associated with your courses. Certain classes are designed to achieve specific learning outcomes of the programme and its courses, which are not supplied elsewhere. Absence from such classes could mean that those learning outcomes have not been fully demonstrated and you will fail the course. UK Legislation relating to Points-Based Immigration requires all universities to monitor the attendance of their international students. In the College of Humanities and Social Science (which ECA is part of), we intend to meet this duty by monitoring the attendance of all our students, as this will give us a positive opportunity to identify and help all students who might be having problems of one kind or another, or who might need more support. ESALA will be monitoring students’ attendance by monitoring actual attendance in lectures/tutorials/crits and/or monitoring the submission coursework and examinations. Any non-attendance of international students may affect your sponsorship status. Please contact the relevant subject area, your Student Support Officer or the ECA Teaching Organisation if you have any queries regarding monitoring of attendance. Please contact the University’s International Office if you have any queries regarding immigration or your sponsorships status.

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Communications and Feedback

General Contacting Us

Staff Student Liaison

E-mail

LEARN

You should refer to your Programme Handbook for information about the Personal Tutor system, who should be your first point of contact if you are experiencing difficulties that may affect your academic performance. The Course Organiser for Placement: Working Learning is Liam Ross. If you have any academic queries or questions about the course you can contact him through LEARN mail. Administrative support for this course is provided by Rosie Hall. You can contact her at the ESALA Office, Minto House during open office hours or at 0131 650 5802 and r.hall@ed.ac.uk. Office hours are weekdays from 10am to 12.30pm and 2.30pm to 4.30pm. Students have an opportunity to become engaged in curriculum development and feedback through elected representatives. Please consult the Programme Handbook. Email is a formal means of communication by ESALA with its students. You must access and manage your University email account and your LEARN emails regularly as the we will send you vital information from time to time, for example on exam arrangements or changed class times or locations, and will assume that you have opened and acted on these communications. Please refer to the Programme Handbook for further information. There is a LEARN page for these courses and is a basic resource that you need to access regularly to successfully participate in this course. You can access this through MyEd (www.myed.ed.ac.uk) or EASE (www.ease.ed.ac.uk). Use it as a means to revise the course material, and communicate with fellow students where necessary. NB Information will be posted here from time to time on tutorial topics and day-to-day information relating to the course. Lecture summaries and all images will be placed on LEARN as soon as possible after each lecture and, in any case, within one week. The Course Secretary will make use of LEARN for communicating with students. Refer to the Programme Handbook for contact details of computing/information services. The University Information Services section runs courses on using LEARN for students. there is also a general LEARN for Students Help page: www.ed.ac.uk/schoolsdepartments/information-services/services/learningtechnology/LEARN/using/tips/for-students (or go to the www.ed.ac.uk and type in LEARN for students).

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Feedback Questionnaire

You will be asked to complete a feedback questionnaire about the conduct and content of the courses. Your views regarding the courses are valuable guides to those conducting them. Please formulate your opinions on these matters during the session and express them in response to the questionnaire. A blank questionnaire is included below for your information.

Edinburgh School of Architecture and Landscape Architecture COURSE EVALUATION QUESTIONNAIRE

Level … Session 20xx-yy

EXAMPLE Course title: Architectural History Example Course 1a

Course Code: ARCH12345

Please tick the box which best reflects your views. The course

Agree > disagree 1

1

… was interesting

2

… gave me relevant new and/or improved knowledge and skills

3

… had clear objectives and outcomes which were met

4

…used appropriate methods for learning and teaching

5

…allowed adequate contact opportunities with staff

6

…. had relevant methods of assessment

7

…was well organised and timetabled

8

…had access to suitable learning and teaching resources and environments

2

3

4

5

Which part of the course did you get the most out of and why? How do you think the course could be improved for next year? Any other comments? If you strongly agree or disagree with any of the statements in the table it would be helpful to know your reasons.

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