This undergraduate architecture degree is your first step towards a professional career in architecture as you’ll complete the course with exemption from RIBA Part 1. Through our combination of practical design work, formal teaching and field work, you’ll gain the skills and experience necessary to continue on to complete your RIBA part 2 and 3.
The Metropolitan Architecture Student Society (MASS) is very active in organising lectures, events and socials, and has a wide network of industry sponsors. To see what they're up to, follow MASS on Instagram and Twitter.
This degree course offers a multifaceted design-based education that, on successful completion, provides exemption from RIBA 1 – the first stage of a professional qualification in architecture. Typically, graduates go on to RIBA Part 2 and 3 at London Metropolitan University.
Our course is centred on three key themes: the idea and practice of making, an architect’s professional duty of care, and social and environmental responsibility.
You'll take classes in our well-resourced design studios, where you’ll have the chance to work with high-end analogue and digital printing facilities. You’ll also get access to our textile, ceramic, furniture-making and photography workshops.
We complement formal teaching and field work with practical design exploration. The staff is made up of renowned practitioners who bring a wealth of technical expertise to the table and who provide insight into industry best practices within a constantly evolving arena.
With their combined knowledge of traditional and contemporary practices, and of basic principles and new innovations, they're well equipped to help you work towards your own developmental goals and to explore potential career paths.
Project work makes up 50% of your final mark in each year, and you'll be assessed primarily on your achievements, demonstration of competence and the quality of the work in your portfolio.
The course is validated by the Royal Institute of British Architects (RIBA) and prescribed by the Architects’ Registration Board (ARB). Students who are awarded BA (Hons) Architecture are exempted from RIBA Part 1.
We are planning to return to our usual ways of teaching this autumn including on-campus activities for your course. However, it's still unclear what the government requirements on social distancing and other restrictions might be, so please keep an eye on our Covid-19 pages for further updates as we get closer to the start of the autumn term.
In addition to the University's standard entry requirements, you should have:
If you don't have traditional qualifications or can't meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing our Architecture (including foundation year) BA (Hons) or Art and Design (including foundation year) BA (Hons).
We normally ask candidates to attend a portfolio interview to talk about the process and ideas of their portfolio work. Please be aware that digital portfolios can't be viewed at the interview. The interview day includes a general introduction, a tour and the chance to meet a variety of staff and students. To find out what to include in your portfolio, view our portfolio guidance.
If you have relevant qualifications or credit from a similar course it may be possible to enter this course at an advanced stage rather than beginning in the first year. Please note, advanced entry is only available for September start. See our information for students applying for advanced entry.
Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL).
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The modules listed below are for the academic year 2021/22 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:
Critical and Contextual Studies (CCS) Level 4 aims to orient and critically engage students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice.
The module helps students to reflect on what they see, and to read connections between different ideas that have shaped their discipline. In particular the module investigates how thinking and articulating ideas about practice in their field might be framed – for example in relation to history, the economy, society and the environment, or through theory and practice.
The module introduces students to a range of academic skills needed to produce a graduate-level study in their final year. It helps students to develop their own interests, and to reflect on and take responsibility for the development of their own learning. This includes surveys in the history of their discipline, research and writing workshops, seminars, library sessions, visits and tours in addition to guided independent learning.
This module introduces the scope and scale of architecture and interior architecture through design projects, culminating in a well-resolved small building design, small-scale adaptation of an existing building or a well resolved interior project. It emphasizes the critical understanding of context and introduces methods of observation, analysis and interpretation of conditions affecting the project. It demonstrates how a creative engagement with these conditions informs and assists the design process. The module develops via a sequence of relatively simple projects, each of which, or component of which, focuses on a specific set of relationships. Together these projects introduce the student to the different and inter-related issues and inputs affecting the architectural design. These include the relationships between architectural design and its physical setting, a client’s brief and the needs of users, its cultural context and the natural environment, its spatial strategy and methods of construction.
The module design process is expansive and exploratory, and emphasizes the creative and imaginative thinking involved. Students learn how to retrieve information and research project ideas as well as develop and present their ideas using the range of techniques developed in AR4001. It develops an understanding how an architectural or interior project is defined through wide reference to historical and current practice and practice in related disciplines in including art, interior design, planning, urban design and engineering.
The module enables students to produce imaginative, appropriate and competent design proposals in response to a variety of sites, briefs, cultural and technological issues. It familiarises students with design processes that include the analysis and interpretation of different situations, the development of a brief, the uses of precedent studies, strategies for designing spatial, material and programmatic ideas. The module supports the ability of students to see and reflect on how their design proposals are beginning to develop into fully-fledged architectural or interior projects, and the kinds of work and thinking involved in taking their ideas further. The module aims to develop the student’s confidence and ability through presenting, evaluating and reworking ideas in response to review and feedback. Students should be able to work with and appreciate the strengths and values inherent in a socially framed and socially oriented profession.
The module introduces the basic processes of design for architecture/interior architecture, from conceptual idea to a three-dimensional realisation. Students learn to produce a range of drawing and modelling techniques that enable them to creatively explore and engage in the design process and begin to see the relation between intention, process and outcome through actively producing work.
The module is designed to orientate students through the introduction ways of thinking about and communicating ideas about subject and context, introduces a range of drawing and modelling techniques necessary to represent and communicate design ideas and establishes the need for designers to think critically in their use of different media and working at different scales. It encourages students to explore possibilities of evocative, analytical and measured drawing in the representation of existing and proposed spaces and their 3D and material qualities.
The module introduces the use of research, precedents, modelling and testing ideas in a design project through techniques of making and prototyping, workshop practice and the creative use of materials in producing a design. In terms of drawing, the techniques involved range from measured drawings/models, to conceptual sketches and evocative representations of the design in both 2D and 3D. It links with art practice and examines the role played by drawing, making and representation in design.
The module includes formal introductions to the School’s making workshops, the acquisition of basic technical skills and competence, sound studio practice and health and safety considerations. It provides a basic introduction to the appropriate use of materials, related processes and technical applications in the development of ideas, models and prototypes.
The module introduces the disciplines of building technology and enables the student to identify and work with the basic principles involved in their application. The module introduces structural design, material properties and selection, building services and environmental design, design and construction of building elements and components. It is focused on well-considered sustainable design principles and the construction of habitable space in smaller scale buildings and interiors. The module explores the different disciplines of building technology in-situ through site visits and surveys, through making and drawing workshops, as well as through lectures, seminars and the utilisation of a wide variety of published sources.
The module aims to prepare students as architects and interior architects for the complex task of getting their work built. It aims to familiarise them with the scope of the industry and the different disciplines involved the design and delivery of buildings; all of which have their own knowledge base, consultants, specialists, manufacturers, resources and forms of communication. The module aims to assist the student in beginning to frame this complex world and understand how they can work with it to achieve well-considered sustainable designs. To achieve this aim, the module focuses on two important modes of learning: a) the means to construct coherent and usable bodies of knowledge, and b) to see how principles are enacted in practice.
Year 2 modules include:
Critical and Contextual Studies 2 continues to orient and critically engage students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice. It builds on studies undertaken in Level 4 and prepares students as independent thinkers, capable of selecting an appropriate topic and producing a sustained piece of independent study in the form of a dissertation in Level 6.
The module continues to situate the student within the process of constructing knowledge about their discipline, its history, context, and its professional and ethical dimension. It rehearses the analytical and discursive skills students need to become knowledgeable about the authorities, objects and methods in their field; to understand the roles, locations and responsibilities of important players whilst examining the broader ethical questions relevant to their discipline; and to become conversant with current debates across the subject area. This process may be approached from the point of view of the producer or consumer, the critic or the professional, the academic or the practitioner.
Students are encouraged to think creatively and to take responsibility for the development of their own learning. The module recognises that the student is also an active contributor in the process: what students bring to the construction of knowledge counts – and how effectively they construct this knowledge depends on how well they understand the field of their discipline.
This module focuses on the process of designing two or more building projects. This is done through to the introduction of more complex criteria, than at the previous level, and anticipates a higher level of spatial and material resolution. The module develops skills in the integration of structural, material, environmental and experiential strategies that are tested through the resolution of the design projects. Students are expected to offer articulate explanations of their proposals, be able to discuss their ethical and professional considerations, present their case for specific social and environmental strategies, demonstrate an understanding of the relationship between building technologies and the execution of their design.
Students learn to develop and present their building designs using the range of techniques developed in Design Skills 2.1. The design process continues to be expansive and exploratory, and emphasizes the creative and imaginative thinking involved. Students are involved in the primary research associated with their project/s and work in groups as well as independently. They cultivate a shared understanding of the project contexts and their briefs enabling them to work collaboratively and share tasks, review each other’s work, and enrich their own ideas.
The module fosters the development of a personal position and working methods as part of the attributes required by a designer. The projects are presented through drawings, models and prototypes using a range of media.
The aim of this module is to rehearse the production of architectural projects in preparation for the comprehensive project undertaken in the final year. It opens up the complex territory of architectural design and gives the student more opportunity to determine the variables and develop coherent proposals. The process is controlled through setting projects at different scales and levels of complexity. Students learn to interpret contexts and briefs that are ambiguous, full of uncertainty and often unfamiliar. They work towards producing coherent building designs that respond to their site and context whilst becoming more capable of testing and evaluating their potential impact on the users and the cultural and natural environment.
This module focuses on expanding and strengthening the range of skills, techniques, methods and processes needed to develop the design projects undertaken in Design Project 2.2. The skills are developed, within the projects, rather than separately. The module provides the material basis for design research, the design process and the development and testing of design propositions. The range of skills explores, analyses and interprets the precedents, observations and ideas that apply to architectural designs, their formulation and construction. Students learn to select the most appropriate modeling techniques for exploring specific aesthetic and technical requirements from digital and analogue techniques.
In particular the module introduces and practices digital drawing and modeling techniques. These include formal introductions to digital modeling and representation to allow the acquisition of technical skills and competence both in the CAD suite and fabrication workshops.
The module aims to provide a forum for the student to develop a creative, inventive and productive design process. It expands and strengthens the student’s range of material and digital design techniques, and develops their confidence, competence and fluency in making use of these techniques in design projects. The module supports experiment, trial and error and focuses on selecting, understanding and using the best practical techniques available to help realize conceptual and creative ideas in the production and testing of design solutions. It aims to deepen the student’s understanding and knowledge of modes of representation and their application in the broader field of design, including art practice, as well as the practices, protocols and conventions that apply to the field of architecture.
This module builds upon and extends the knowledge and understanding gained in AR4003 Technology 1. It focuses in more detail on how different aspects of technology interact within the context of larger and more complex buildings. The module introduces methods, terms and techniques that can be used to evaluate the range of different relationships that appear under the heading of technology. In particular the module investigates buildings and interiors that may involve multiple clients, for example public buildings and/or medium-density housing. It examines how and why standards are developed as well as the remit for research and experiment. The module further expands the knowledge of structures, materials, construction and detailing, environmental performance and comfort and building services established in AR4003 Technology 1, with particular attention given to sustainability as an ethical framework of values and responsibilities shaping the design of buildings and interiors.
The module introduces as a framework the professional practice and academic framework of architecture as outlined by the Architects Registration Board’s Prescription of Qualifications Criteria (GC1-GC11)
The module aims to develop the student’s confidence in making design decisions. It extends their ability to identify strategies and assess the values involved in technological issues through the preparation and presentation of technical proposition at a range of drawing scales. The module enhances the student’s knowledge and understanding of building technologies and familiarizes them with the process of how to make well considered judgments, on the premise that relationships between various items or even categories of technological knowledge can be modelled and evaluated in a different ways. The module aims to develop a student's repertoire of practical and conceptual skills – including vocabulary – that can keep pace with their growing knowledge of the subject and help realise their design projects in technological terms.
Year 3 modules include:
Critical and Contextual Studies (CCS) Level 6 results in an independent dissertation. It builds on two years of undergraduate study that critically engages students in the history and theory of their discipline, its extent and conventions, and its broader social and material context in culture and contemporary practice.
Students undertake an enquiry into a topic of their own choice and, based on this enquiry, develop a sustained critical study in support of their practice, building on techniques and knowledge developed in previous years. This study demonstrates the student’s ability to thoroughly research a topic, use appropriate methods of investigation, and work in a methodical and organised way to develop a coherent argument. It affords a sophisticated instrument for interrogating, testing and presenting ideas, and encourages the student to deploy and develop a variety of skills to show how well they can conduct and present a critical investigation.
The module rewards criticality and innovation, and provides a platform for ambitious independent work. To this end, it offers individual supervision designed to support the student’s learning. The subject matter of the dissertation can be theoretical, technical, or historical. In terms of format, the dissertation may be envisaged in different ways and can include visual, technical or other non-written material which may form the subject of the enquiry and comprise an integral part of the whole.
The dissertation may be practice-based and include field-work and primary research in its methodology; or it might be academic and theoretical in its outlook and draw predominantly on secondary sources. Its form and approach can reflect a broad range of discipline-specific approaches based on discussion and agreement with the supervisor and/or course leader.
This module establishes a process of research, design development and proposition that generates the design brief for Design Project Resolution 3.2: Comprehensive Design project. It supports the student as an independent learner within the framework of the Studio. Whilst improving their practical skills and refining their ability to use them productively, the focus in this module is on developing a depth of knowledge and understanding and strengthening approaches to research and project development.
The student has already been introduced to the basic range of constituents and conditions that pertain to the design of a building in their previous design projects, technology studies, and historical, theoretical and professional studies. In this module, the student is expected to draw on these as well as the agenda offered by their choice of Studio. The module helps the student establish ownership of the process of research, design development and proposition that generates the design brief and its resolution in the project. The module allows the students the opportunity to test working methods, clarify intentions, frame their project proposal and develop their design position within an evaluative and critical context, including external and professional reference points.
The module consolidates skills and knowledge gained at Levels 4 and 5. It works in partnership with Design Project Resolution 3.2. Its aim is to provide the context in which the student can research, generate, explore and test the parameters of their project, its central themes and features. The module places emphasis on developing self-direction and personal focus whilst acknowledging external and professional reference points. This module is complemented by Technology 3: Integrated Design Audit module, which requires highly detailed reflection on the integration of cultural, professional, technical and environmental issues within the design project.
As the culmination of the design studies within the BA (Hons) Architecture course the module allows the student to excel in employing their design ability. Deriving from the studio programme, the final project will communicate an appropriate level of ambition, complexity and coherence in its design resolution. The creative dialogue with other areas of architectural knowledge informed by and informing the strategic and detailed design development will extend the understanding of the project and demonstrate the qualities of the proposal.
The module uses the research and brief making in the Design Project Development module and emphasizes the detailed resolution and critical assessment of a complex architectural design. It runs in conjunction with the Technology 3, Integrated Design Audit module that requires specific and highly detailed appraisal of its cultural, professional, technical and environmental issues.
The module is the final design project of the BA (Hons) Architecture course and gives students the opportunity to deploy the understanding, knowledge and abilities they have developed throughout the course in the making of an ambitious and well resolved architectural design. It aims to allow the student to demonstrate their ability as an architectural designer: their capacity to define and analyse architectural problems, generate briefs and proposals, integrate knowledge derived from different fields and sources, produce socially relevant inhabitable spaces, enrich rather than deplete the built and natural environment, and design technically competent buildings of aesthetic quality.
The module enables the student to demonstrate their integration and synthesis of key areas of professional architectural knowledge within the context of their major design project. The project follows the process of design development, using consultants from within the department and externally to introduce a range of perspectives, issues and interests. This process is recorded, evaluated and reviewed in relation to the major design project.
The module provides a practical framework through which students can demonstrate compliance with the professional practice and academic discipline of architecture, as outlined by the Architects Registration Board’s Prescription of Qualifications Criteria (GC1-GC11).
This module promotes the integration of key fields of professional architectural knowledge in the major design project. Students will be required to demonstrate that within their design project they have a knowledge, understanding of and ability within the following core areas:
A. Cultural context
B. Management, practice and law
C. Environment, services and energy
D. Structures, materials and construction.
The module is delivered principally within the design studio. It is supported by seminars and tutorials by specialists, both from within the department and externally.
The module requires students to learn from a diverse range of sources and consultants. This use of external consultants, gathering of information and cross-disciplinary collaboration simulate the dynamic, interdisciplinary and fast-changing nature of contemporary architectural practice, giving students an understanding of practice and an ability to work in teams.
"Walking along the corridors, through the studios and workshops I perceived a great energy and excitement crept all over me. I was hit by a wave of motivation. I spent the following three years at London Metropolitan University, making the best of friends. I produced work I never thought of and with the support of great tutors and technicians and peers I pushed my capabilities further than I could have imagined. I am very grateful and proud to have been taught in this school, even though I graduated two years ago I still regularly catch up with the ones who taught me, I consider them above all friends, and I believe the feeling is mutual.
"The architecture degree allowed me to present documents at a level that’s not usual in the corporate or tech world – there were definitely aspects that I took from architecture and the course and the lecturers that helped with the business.”
Kevin Adorni, Architecture BA graduate (2018)
"The strong studio culture creates an environment that facilitates engaging and inspiring conversations between students and staff. Working with students from a range of backgrounds really opened up my experience and enabled me to understand architecture in much more nuanced ways.
"Being immersed in an art school with exposure to a multitude of creative disciplines added a great deal to the richness of my experience of studying architecture. The generous, patient teaching staff gave me the freedom to explore and develop my own position on architecture.
"Access to highly skilled and approachable technicians added so much to my studies, the depth and breadth of knowledge of the workshop staff and their eagerness to share this, understanding my work through the making process was such a valuable experience.
"After nearly two years in practice I find I continue to refer back to the lessons I learnt over almost four years at the School."
Amadeo Martini, Architecture BA graduate (2018)
Following successful completion of the course, most graduates go on to complete their RIBA Part 2 and 3, and gain a professional qualification in architecture. Previous alumni have worked for companies such as Caruso St John, David Chipperfield Architects, Macreanor Lavington, Tony Fretton Architects and SANAA in Tokyo.
Graduating with this degree provides you with the core knowledge and skills needed to work in fields such as interior design, urban design and planning. You'll leave with a high-quality portfolio of work, an understanding of relevant cultural and social issues, and the research, design, making and presentation skills valued in many design-related professions.
In year 1 you'll go on a field trip within Europe, and in year 2 and year 3 you'll join a field trip related to your chosen studio subject.
Previous field trip destinations have included Iceland, India, Texas and Turkey, and many of our links are part of a long-term commitment to social engagement in these countries.
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.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
If you're a UK applicant wanting to study full-time starting in September, you must apply via UCAS unless otherwise specified. If you're an international applicant wanting to study full-time, you can choose to apply via UCAS or directly to the University.
If you're applying for part-time study, you should apply directly to the University. If you require a Student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
If you're applying for a degree starting in January/February, you can apply directly to the University.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.To find out when teaching for this degree will begin, as well as welcome week and any induction activities, view our academic term dates.
Please select when you would like to start:
A new installation at the Barbican explores a series of important questions about our public spaces and designed environments, and who they serve.
Students Ian Bugarin and Joe Douglas worked on their artwork together during lockdown
The Female Frontier Awards recognise remarkable, talented and visionary women of all ages, at every level across global architecture.
A talk by London Met’s Sandra Denicke-Polcher questioned what permanent change in architecture looks like.
Lecturer in Architecture and Sustainability Coordinator Siân Moxon spoke at the Nature of Cities Festival to promote urban rewilding.
A new edited collection and monograph from Professor Nicholas Temple have been described as 'remarkable,' and 'erudite and persuasive', respectively.
Over 200 attended an online event at which keynote speaker Lesley Lokko engaged with issues raised by MASS: Metropolitan Architecture Students Society. MASS asks, now what?
London Met research, which explores the opportunities for urban agriculture on the Bagmati riverbanks in Kathmandu, was named Frontiers of Architectural Research's best paper of 2020.
Alumni from London Met's Architecture programmes have been honoured in the prestigious list from the Architects' Journal.
After a challenging year, we all deserve a break this Christmas, argues Siân Moxon, but let's make sure we give the planet one too.
The event gave future architects and designers the opportunity to reflect on their practices as part of the Department's commitment to developing sustainable building and construction.
While he has achieved a huge amount throughout his studies, for Nigel-Albert Garcia, it is the friendships he's made at London Met that have made his university experience so joyful.
A festival hosted by London Met alumna Natasha Reid explored how city architecture and design can facilitate positive communities and experiences.
The project will create 100 metres of hedge for the important tasks of providing food and shelter for wildlife, addressing carbon emissions, air quality and biodiversity loss.