Architecture RIBA Part 2 MArch

International equivalencies

We can help you meet our English language or academic entry requirements.

Course structure

We want you to emerge from the course as an assured designer, confident in your approach, ideals and aspirations and with the ability to communicate this to the wider world. Over the two years you will be challenged to define your own critical position, and evolve your personal language of design and representation. The course will assist you in this through a gradual deepening of understanding, and by providing you with the tools with which to critically reflect upon design strategies and to navigate the wider contemporary debate on architecture.

The design laboratories form the backbone to the course. The other individual elements of the course increasingly intertwine with this over the two years to provide a final systematic understanding of architecture as a holistic entity.

Year 1: Strategy

There are four elements of the course (modules) covered in the first year and these are organised such that you will only ever address two at any one time. Design forms the backbone of the year and is divided into two elements that run consecutively across the whole year. The third element, or module, is technology and this runs through the first half of the year and is then replaced by Humanities and Design Theory in the second half of the year.

Year 2: Integration

Year two is also formed of four elements (modules). Design encompasses the whole year in the form of the master thesis, with the technology and professional studies elements of the course plugging into this as the year progresses. Architectural humanities runs in the first term in the form of the Humanities Research Project. Once this is completed technology then takes its place in the course diagram and runs through to the end of the year integrating itself into the design proposal.

Year 1: Strategy

We see the first year of the course as an evolution of your current skill set to embrace a critical engagement with design and develop a research-based approach to your work. The design laboratories will ask you to engage with a research-based approach to the generation of design strategies and architectural proposals, and to critically reflect upon your developing conclusions.

An understanding of the possibilities of digital and analogue production techniques will be built through the technology thread of the course. The design and construction of a 1:1 component will then embrace testing, learning through making and innovation.

In architectural humanities you will be asked to position your own work in relation to significant contemporary positions in architectural design practice and theory, building an awareness of the political, disciplinary and professional concerns and agendas that drive it.

Year 2: Integration

A self-directed research-based design thesis develops throughout the whole of the final year of the course. This offers you the opportunity to deeply explore your own architectural position informed by your studio laboratory’s research agenda.

Visual, oral and written media will be used to test, analyse, critically appraise and explain the final design proposal. You will be assisted in developing an integrated and independent approach to tectonic and technical design as the technology thread of the course becomes embedded within your design work. Further testing of the proposal by regulatory, financial and professional controls will build on your skills, knowledge and understanding of professional practice. This will enable you to critically examine the future role of the architect and future forms of architectural practice.

You will also be encouraged to integrate historical, theoretical and critical enquiry into your wider architectural practice in the form of an Architectural Humanities Research Study. This aspect of the course will assist you in developing an understanding of the nature and scope of architectural research at the intersections of architectural, other creative practices and humanities-based enquiry, whilst gaining experience of conducting and managing research-intensive projects.

Teaching

The course is centred around the studio and through this aims to reflect the nature of architectural practice. Teaching is rooted in problem-based learning, such as through critical studio briefs, and a research-based approach to problem solving. You will therefore be asked to critically engage with and reflect upon the subject matter, and to learn through your own research and enquiry. One-to-one tutorials, group discussions, seminars as well as lectures by academic staff and visiting practitioners all act to assist in evolving your ideas.

The studio laboratories are derived from the tutors’ own field of enquiry as academics or practitioners. You are given the opportunity to apply for the studio laboratory of your choice at the start of each academic year. 

Staff profile

Dr Sarah Stevens

Course leader

Dr Sarah Stevens is a registered architect, full-time academic and fellow of the Higher Education Academy, having worked in practice in London, Oxford and Sussex. She previously taught at Oxford Brookes University, and has been a design examiner for the RIBA Office Based Exams and an external critic at various schools including The Bartlett and Westminster.

Students taught by Sarah have been awarded RIBA South and South East awards, shortlisted for the RIBA Presidents Medals, and widely published in the architectural and design press, for example in Blueprint, RIBA Journal, Architects Journal and Building Design. Her pedagogic research has concerns rooted in the student experience and actively informs her own teaching practice. 

Sarah's PhD, sponsored by Ove Arup, explored responsive architecture. Her research has continued in this area and underlies the ethos of Studio Laboratory 3, focusing on time-sensitive design through an agenda of sustainability. Her pedagogic research has concerns rooted in the student experience and this actively informs her own teaching practice. 

Student views

Bella Kotak

"After completing my undergraduate degree in architecture, at another university, the freshness and reputation of the University of Brighton appealed to me. It is a creative and friendly environment.

"Brighton is fun, diverse and has a culture that inspires and encourages independent art and businesses. I often feel like I have the best bits of this country's culture, with the added bonus that it has easy access to London and is on the seaside!

"What I really like about the university is the excellent communication between tutors and students, the comfortable studio culture and the interdisciplinary nature of our projects. Many of us have come here from different universities with our own graphical and design approaches. You end up learning a lot from your peers and the tutors are always there to help us along."

Irene Klokkari 

"Coming from a different university, this course gave me the opportunity to meet new people, a new environment and explore different design approaches. The tutors establish close relationships with the students and create an engaging studio environment.  

“During my final year, my dissertation was nominated for the RIBA President's Medals, and received a commendation. This was a great opportunity to meet architects and professors and discuss ideas to further develop my research." 

Irene Papayianni 

“This course has given me the opportunity to develop my own architectural individuality. The academic tutors and staff on the course were extremely supportive and helpful. The course structure was a combination of modules that make it artistic, technical and philosophical. 

“Throughout my studies I have managed to develop skills in both designing and detailing, which has made the transition from university to practice easier. On the course you will have the opportunity to meet and demonstrate your work to globally recognised professionals.”

Bella Kotak

Location

Campus where this course is taught

Accommodation

Maps

Accommodation

University building

Moulsecoomb campus map