The Professional Diploma is a design-driven course that will enable you to focus your skills and develop excellence in your work, while engaging responsibly and directly with the world around us. The main areas of study are in design, technology, practice, history and theory. Each area is taught by a wide range of tutors, with a strong emphasis on self-directed study and ambitious agendas. In the most recent (2015-16) Destinations of Leavers from Higher Education (DLHE) survey, 97.1% of graduates from this course were in work or further study within six months.
In an increasingly competitive profession, we distinguish ourselves as an academic forum engaged responsibly and directly with the world around us. We are committed to expanding the creative possibilities through courageous and ambitious engagement with the world around us. Design drives the speculation within the school, used as both tool and intention.
The Professional Diploma is a design-based course that will enable you to focus your skills and develop excellence in your work. The main areas of study are in design, technology and practice, and history and theory. Each area is taught through a wide choice of tutors, studios and interest groups with a strong emphasis on self-directed study and ambitious agendas. You are encouraged to explore particular lines of interest and develop ideas in depth.
The course as a whole encourages fresh thinking, experiment and risk. You will also be encouraged to understand and engage with the society you are part of and serve; and to engage with social, political and economic infrastructures that predetermine built form. Our students have had considerable successes in the Royal Institute of British Architects (RIBA) President's medals, winning the RIBA Silver Medal in 2012, 2003 and 2002, and the Bronze in 2004.
Architecture is housed in a building on Whitechapel High Street, with access to all the Art and Design facilities including textiles, ceramics, furniture-making, printing, high end digital repro, film-making and photography equipment, workshops and technicians. Students benefit from the course's central London location and its close proximity to its internationally renowned creative and industry hubs. The Cass’s extensive networks encourage graduates to expand their knowledge and skills through lectures, events and careers advice, leaving them with excellent career prospects.
You can watch a video of our course leader Nate Kolbe talking all about the Professional Diploma in Architecture here.
And you can watch a video of Professor Robert Mull giving an introduction to the Professional Diploma in Architecture (RIBA Part 2) here.
Your design projects will be assessed via your portfolio and a presentation at the end of the course. The history, theory and practice coursework is assessed through seminar papers and an essay. The technology studies are examined in portfolio and through a technology dissertation, coursework and professional reports.
Our course is fully accredited by the RIBA and ARB. Upon graduation you will receive your RIBA part 2 qualification, the second stage of three in the professional qualification of an Architect in the UK.
You will be required to have:
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
Selected candidates are asked to attend an interview with their portfolio, which should include a wide range of work.
The modules listed below are for the academic year 2018/19 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
This module looks at the practice of architecture as a complex form of advocacy, the different manifestations of which promote different values. Students are encouraged to examine an existing form of practice (either traditional or non traditional) and the way real buildings and their ideas are procured and explore alternative forms of managing the process. The module deals with implicit and explicit codes and different forms of argument and evidence. The final essay will advocate a particular role for architects within society, arising from the study of a current piece of architecture and understanding of legal (planning/contractural) economic and political constraints. There will be a short test of the students' knowledge of professional codes and legal issues with feedback prior to the final submission.
Module code: AR7022
Module title: Applied Technology in Architecture
Description: The module asks students to develop and demonstrate key technical skills.
Assessment: 40% Final Report; 40% Design Report, 20% Diary.
This module develops a student's ability to effectively realise a design proposition.
Corequisite: AR7030 Design Level 4: Subject and Context
Module code: AR7030
Module title: Design Level 4: Subject and Context
Description: This module asks the student within an individual design unit to engage with the wider context and establishment of a rationale for a design proposition.
Corequisite: AR7021 Design Level 4: Subject and Context: Process and Proposal
Assessment: 100% Portfolio
Film can often reveal a hidden, poetic truth that even though inherent in reality, is at times not apparent, except through the lens of a camera. Thus, the module aims to introduce film as an alternative form of study of the city and architecture. Still an infant art, film has developed together with modernity and, arguably, its influence on modern perception has been more profound than that of any other art. Therefore, it remains an invaluable tool for studying and understanding modern life.
More often than not film relies heavily on story and characters. Through this perspective of the inhabitant, the module uses a wide variety of films and attempts to read between the ‘lines’ of architecture and urban planning and explore areas often neglected by those disciplines.
This module uses film as an alternate means to study the city and architecture in order to gain insight into the nature of modern life. It discovers neglected lines of enquiry between film and urban planning through their interpretation in films that, in themselves, comprise a modern discipline that addresses modernity.
The module examines different concepts of space and their development. It explores the history of space as an object of reflection by contrasting theory with our everyday personal experience. It illuminates how our interpretation of space can change according to time, culture, ethical, and aesthetic principles, and how this change is expressed in architecture and the way we think about it.
This module provides an overview of development economics, and an analysis of historic and contemporary policies and practices, involved in the economics of delivering sustainable urban change.
This module aims to:
• provide students with an understanding of development economics within planning practice in the UK, with specialist knowledge of urban contexts and comparisons with international case studies;
• critically assess a range of elements, involved in creating economically sustainable plans and places;
• inform students on the choice of appropriate specialisms.
The module offers a critique of the theories of modern perception rooted in ocular-centric concepts of space. The ‘forgetting of air’ refers to alternate ways of approaching the materiality of space through interrogating the overlooked medium of the air and how it is understood through the body and by the mind in different contexts.
The module examines the institution of social hierarchies amongst our cognitive and physical senses and how they influence the design and perception of architecture, its histories and theories, and how architecture is written.
Poetry and Architecture examines how architecture can be connected to a broad range of other discourses through the critical application of poetic ideas. In this context, poetry represents not a literary genre, but a methodology – a tactic that shifts between interpretation (poetics), performance (poetry), and making (poesis). The module offers students a radical alternative to most current discourses about architecture; an opportunity to conceive of architecture as an actor in an expanded field of practice, knowledge, objects and ideas; and to understand the creative processes that animate, and connect, the practice and interpretation of architecture.
This research module includes both a generic component, ensuring that students have a full understanding of the research and analysis required to provide the evidence base and other forms of research relevant for spatial planning, and a component specific to each specialism, housing strategy or urban design.
This module provides an overview of the social, environmental, physical, economic and political dimensions of planning sustainable communities, and assesses this alongside the role of communities and those in governance in planning, delivering and maintaining sustainable, successful and vibrant places. The module works in parallel to AR7003 Economics of Place.
The module examines historical and philosophical ideas that deal with architecture as a means of cultural dialogue and discourse since the Enlightenment.
The module examines historical and philosophical ideas that deal with architecture as a means of cultural dialogue and discourse since the Enlightenment. The aim of this module is to introduce as the key critical concept, the self-awareness of irony, to the evaluation of the role of architectural proposition and thought in modern culture.
The module explores the relation of the broader intellectual context of technology to architecture.
This module examines the concept of technology historically and philosophically in order to get a clearer idea of its relation to architecture. It questions current assumptions that the progress of technology is inevitable.
The module offers an interdisciplinary study of music and architecture in a historical context, with a focus on the theory of the soundscape of modernity in relation to architecture and urban design, and the practical application of sonic studies in the built environment. It aims to introduce a culture of listening in architecture and urban design. It explores the rich opportunities that lie in an interdisciplinary study of music and architecture and aims to introduce a new body of research and writing to architectural history and theory.
AR7052 Urban Design
This module provides an overview of urban design theory and practice which enables the student to produce a a project based portfolio of an aspect of urban design.
Assessment: Portfolio 100%
This module reviews the main ways of writing about architecture, using a wide range of texts by outstanding practitioners to exemplify each type. Students will practice the various modes themselves.
The module will provide a comprehensive view of the opportunities facing a writer about architecture, defining the main ways of writing about the subject and exemplifying them in carefully chosen texts by a variety of outstanding writers. The module will encourage students to experience the writing first hand, involving them in a structured series of practical experiments in the various modes of writing.
Year 2 modules include:
This module develops from the context established within the specialisation and proposition, running in parallel to develop and bring resolution and "closure" to the thesis design project. The 40-credit module represents the final stage and a test of a student’s academic performance in design, completing five years of full-time architectural education (or its equivalent part-time). It is, therefore, a summative stage of academic development – but at the same time a formative one in professional qualification.
The module rehearses the ability of students to deliver a coherent architectural design that integrates theory and practice with the aim of launching them on the last stage of professional training; to become architects capable of designing the structure of their practice as well as the structure of their buildings. The module demands that they should be clear about their proposed role as an architect in framing and realising their major design project.
The module is also practical in its demand for performance. The student should be able to demonstrate a command of the knowledge as well as the conceptual, professional and technical skills that they have learnt and honed in a highly resolved architectural design that should offer an integrated solution to a clearly defined set of issues.
The emphasis of the module is on the detailed resolution and critical assessment of a complex architectural design. This process is supported by the M-level Integrated Design Study module, (completed in parallel for full-time students; the following year for part-time students) which requires specific and highly detailed evidence demonstrating the integration of cultural, professional, technical and environmental considerations into the design thesis project.
This module establishes a specialisation and through it develops a design proposal.
The 40-credit module synthesises the advanced design process and applied technical skills honed in the previous year (the year 4 design unit programme) and orients the student towards the professional practice of architecture. This is measured through their independence in managing the design process and their ability to relate this process to external and professional worlds.
The premise of the module is that design skills at this level are inherently transferable and that they are best developed through highly focused work that demands a detailed understanding of complex problems. This premise reflects the contemporary practice of architecture. All the design modules are located in design units which work in a similar way to practices in that each has a specific set of interests in the built environment which may be described as ‘specialised’. The aim of this module is to focus this sense of specificity, encouraging the student to take responsibility for the direction of the work in relation to the agenda of a unit and the broader context of the academic and professional field. In doing so, the module rehearses a student’s ability to act as an independent learner, providing a test laboratory for operating within the complex environment of contemporary architectural practice.
The module represents the first part of the integrated final thesis design project undertaken in year 5 (final year for full-time students; penultimate year for part-time students). It requires a student to have developed an appropriate design process and generated an outline proposition for a coherent architectural design which can be fully resolved in Semester 2.
The module runs in Semester 1 and 2 of year 5 and is assessed at the end of the academic year. Its emphasis is on developing self-directed, personal focus whilst acknowledging external and professional reference points. In Semester 1, M-level shared option modules (offered in dialogue with the School’s MA Courses) allow students to engage with specialist and critical interests in a range of related areas.
The module asks students to develop and demonstrate their ability to integrate key fields of architectural knowledge in the context of their Level 5 design project.
Techniques (analogue and digital) in architectural design, representation and production continually and rapidly evolve. The module does set a specific set of software tools. This module will present a variety of digital techniques relevant to a wide range of design agendas. It will also discuss the potential relationship of these techniques within their applicability to architectural design. The student will be asked not only to master their techniques but to demonstrate a critical understanding of the context of their research and its value as a resource within their own work in related design modules.
The module will introduce students to a range of digital techniques. The module aims to challenge students to develop a competent technical ability within their specialised technique research. This specialisation should be developed either from one of the introductory workshops, their initial research, or a technique introduced/needed within their design modules.
Specific module aims are:
• to prepare students with a technical and theoretical knowledge of the advanced digital design environment defined through generative, iterative, formative and communicative techniques;
• to prepare students with the knowledge of specialised skills which aim to challenge and enhance their current design vocabularies/techniques; supplying students with the knowledge of techniques and the critical assessments needed to appropriately invent, adapt and develop design techniques for use within their design modules;
• to demonstrate and teach advanced techniques in digital design, modelling, imaging, drawing and production;
• to research and demonstrate advanced digital design techniques including: scripting, parametric modelling, generative animations, systemic organisations, advanced geometric modelling, computational simulations and computer aided manufactured prototyping;
• to equip students with an understanding and ability to use contemporary/ emergent design principles and digital design techniques and how these effect/evolve contemporary architecture, spatiality, materiality and organisational theories; the module discusses and considers these techniques/ theories within a wider theoretical and architectural context.
By undertaking Changing Places students will acquire the knowledge and skills to enable them to facilitate both individuals and communities in the transformation of the places and spaces in situations of scares resources and rapid culture and technology change.
Autumn semester. Assessment: Illustrated Written Paper (5000- 4000 words) - 100%
This module emphasises the social and political perspective of space making at architectural and urban scales. It is an introduction to key concepts in urban history and theory from the 19th century until the present. It addresses historical and contemporary processes relevant to social life, politics, architecture and the urban environment. Episodes of architectural and urban theory are placed in the context of political and cultural transformations, and in through a reading of the intersections between concepts of childhood and the designing, planning and ordering of space. The module also investigates how different urban practitioners (architects, artists, users and dwellers, children and adults) intervened in the transformation of the city. The focus is on developing a cultural and political critique to open an interdisciplinary debate.
Aims of the module:
to provide a theoretical and historical framework for the understanding of
contemporary questions of city planning and urban transformation;
to analyse important episodes in the history of urban planning and large-scale
city transformation from the 19th century until today;
to explore general theories of architecture and urbanism;
to consider relationships between architecture and ideology, space and power;
to consider architecture and urbanism as a tool of politics;
to encourage critical judgements on processes of regeneration and large-scale
urban planning strategies.
The module investigates contemporary uses and tools of digital media in relation to architecture.
The module is structured around lectures, presentations, demonstrations and computer workshops:
1. to investigate the contemporary use and tools of digital media within design systems, modelling, and representation;
2. to consider the historical, theoretical and practical relationship between architecture/interior design and representation;
3. to consider a philosophical, ethical, and spatial understanding of digital tools within contemporary design;
4. to discuss the technology used in the practice of architecture and interior design, particularly in reference to representation but also including aspects of communication, collaborations and documentation;
5. to gain an ability to discriminate and to utilise the investigated tools of digital design, modelling, and representation in a sophisticated manner.
This module covers the basic principles of environmental sustainability and comfort in housing and non residential buildings in a range of climates. It introduces simple methods of surveying comfort preferences together with field measurements, and statistical interpretation of results.
Assessment: 100% Case Study Essay
This module examines the relationship between buildings and history. It questions the simple chronology of time or period and looks at how architects use history to both quarry and validate ideas. The module examines architectural history through direct encounters with its objects, and the history of architectural history through texts, both contemporaneous and contemporary.
The aim of the module is to investigate the idea and history of history and its relation to architectural history. It sets out to construct an alternative history of western architecture, critical of conventional chronological histories but spanning from the ancient world to the present day, on the basis of direct encounters with buildings and related cultural products in London. Students are encouraged to observe buildings closely and interpret them creatively, thereby arriving at a deeper appreciation of various historical periods and cultural paradigms, and, alongside the buildings, to examine contemporary written accounts, testing their value as interpretative tools and reservoirs of cultural meaning.
This module's main task is to assist students in developing a creative skill in interpreting the built and lived world. It engages with the interpretation and representation of complex objects like London through the art of writing.
This module engages with the creative act of writing about a complex architectural subject such as London as an exemplary lived and built city. By presenting a familiar but impossibly large and complex subject, the module aims to encourage students to think creatively. It is about building new connections between things rather than learning to reiterate existing partitions. The discipline of the endeavour is rooted in three processes: the composition of evidence, critical reflection, developing a story from a range of literary and non-literary sources. The aim in this is to help students determine a balance between the weight of detailed facts and given arguments, and their own conceptual leaps and critical judgments. The enterprise should involve students in creating a productive and sociable working pattern.
This module provides a detailed analysis of planning practice in the UK, specialising in urban contexts and with comparisons made to international examples.
This module provides an overview of the history of planning and urban theory, and an understanding of the current planning system and planning policies in the UK.
This module aims to:
• provide students with an overview of the historic and contemporary role of planning and urban theory;
• understand and critically assess a range of elements within historic and contemporary UK planning system and policies;
• act as an introduction to the course and inform students on the choice of appropriate specialisms.
The module examines the work of thinkers within and beyond architecture, relating these ideas to the experience of architecture and to the making architecture.
Aims of the module:
The module aims to show how established theoretical orthodoxies might be challenged or re-interpreted in light of students' experience of buildings and other physical forms of culture, using theory. In the module we examine influential philosophical and intellectual themes in the theory of architecture, comparing them and assessing their worth, and tracing current theoretical concerns in architecture to their origins in philosophy.
Over 50% of the course structure consists of design-based project work undertaken each year in a range of studios, led by well-respected tutor-practitioners. Other areas of study in technology, practice and history and theory operate both independently and in association with design projects. These strategies enable you to develop key ideas and skills toward the practice of architecture.
"Good facilities at the moment (why moving out?). Good workshop spaces! Good interactions and vibes between students and tutors in studio! Project is interesting and intellectually stimulating!"
After securing a Professional Diploma in Architecture (RIBA 2), many students decide to study the Examination in Professional Practice (RIBA 3), following a period of practical experience. RIBA 2 also enables you to progress to a specialised Masters course.
We're investing in an exciting, multimillion pound transformation of the London Metropolitan University campus, between 2016 and 2020. We’re moving all of our activity to one place, our current Holloway campus in Islington, north London. This will mean the teaching locations of some courses will change over time.
Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2018. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.
All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Use the apply button to begin your application.
You are advised to apply as early as possible as applications will only be considered if there are places available on the course.
Please select when you would like to start:
Two students from The Cass have won awards in the Architects for Health Student Design Awards 2018
Designs by Cass Alumni Casswell Banks and Yinka Ilori make final of Dulwich Pavilion competition organized by the London Festival of Architecture.
Cass architecture alumnus is one of ten winners in design competition from London Festival of Architecture
Cass Architecture Lecturer is selected for groundbreaking scheme pacing new generation of planners in local government
Practices led by Cass tutors and alumni are included in the London Mayor's £35 million Architecture and Urbanism framework.
Students from London Met’s Sir John Cass School of Art, Architecture and Design showcase their talent with a season of summer events.
Rosie Hervey, architecture alumna and tutor is awarded prestigious fellowship for project to investigate different models of ‘living together’.
Architecture alumnus wins annual Architecture Foundation competition with design for inflatable performance venue.
Cass studio leaders Gareth Morris and Ulrike Steven win prestigious annual architecture award.
24 April at 6.30pm
Screening of documentary exploring social cleansing in council housing, accompanied by Q and A with director Nikita Woolfe.
Two architectural practices who teach at The Cass have been shortlisted for the prestigious national awards.
Song Eng, a London Met alumnus, has launched a Kickstarter campaign to support his business, which was developed through the University’s Big Idea Challenge.
A Cass Architecture alumnus, Alex Scott-Whitby has been announced as the winner of the London Festival of Architecture’s Modern Maypole competition in the centre of London.
Half of the shortlisted designs in the London Festival of Architecture competition are by practices led by Cass alumni.