Documents are required in advance of the visit that collectively demonstrate that the course(s) fulfil the criteria necessary for validation. There are three aspects to this: a Critical Self Appraisal, responses to a questionnaire, and supplementary information. Additional documentation must be provided for inspection during the visit.

Information to be included in each category is explained below. In all cases it is necessary to provide adequate information on each course/qualification for which validation is sought, though duplication should be avoided.

Students' views should be reflected in the Critical Self Appraisal. In addition the student body is encouraged to provide a submission to the Visiting Board either as an appendix to the self appraisal or as a paper in preparation for the Visiting Board's meeting with the student group.

CRITICAL SELF APPRAISAL

In the Critical Self Appraisal the School analyses developments since the last Visiting Board, explains plans for the future and provides the rationale for changes made or proposed. It is the School's opportunity to provide a statement of views to the Visiting Board, but it should openly address problems as well as achievements.

The appraisal should be no more than five pages in length, with no attachments, and should be self-contained.

The Critical Self Appraisal should cover (although not necessarily using these points as headings):

• a summary of the way the Critical Self Appraisal was compiled and the involvement of students and other members of the School community;
• a brief history of the course(s) and the explanation of the current context (including the relationship to the wider academic provision within the School/Faculty and approximate student numbers);
• a critical evaluation of the achievement of course objectives and their continued relevance;
• special features of the course(s) whether planned or not;
• the School's perception of its own strengths and weaknesses;
• changes introduced since the last visit and reasons for their introduction (including the way comments and recommendations in the report of the last visit have been addressed and responses to external examiners' reports);
• how the course(s) has developed in response to student comments;
• effects of changes in the resource base in recent years and anticipated future changes in resources;
• plans for the future.

The following data are required in a standard format and are intended to provide the necessary details of the course(s) and a clear statement and demonstration of how the criteria for validation are achieved. Copies of the completed questionnaire are provided to the Visiting Board members in advance.

1

Introductory Information

• Name and address of the Institution
• Name and address of the School (or other academic unit) responsible for the course(s)
• Head of School
• Head of Architecture (if not Head of School)
• Name and post of the main contact staff member (to answer any queries over the submission) and telephone/fax/e-mail numbers
• Date of visit.

The course details and course structure diagram should describe the course for which validation is sought. If there are significant changes from the course(s) as taken by students whose work will be seen by the Visiting Board, an explanation of these changes and an outline of the previous version should be provided.

2.1

For each award/qualification for which validation is sought state:

• the title (as it appears on the award certificate);
• the awarding authority;
• the length, if studied full time without interruption, of the course (and periods of practical training if applicable) which leads to the award;
• whether the course may also be followed part time;
• the Qualification in Architecture (Part 1, 2 or 3) for which validation is requested and the stage within each course/programme at which this is applicable.

2.2

Strategic Objectives
State the overall objectives of each course and demonstrate how the criteria for validation (as set out in Part 2: Criteria for Validation) are achieved. Particular attention should be given to the RIBA Outline Syllabus and the European Commission Architects Directive, and the guidance on the relationship between 'core', 'related' and 'other' studies.

2.3

Aims of each yearl/level
State the aims of each year/level of each course (provide a brief separate statement for each year/level).

2.4

Course Structure
For each course attach a detailed course structure diagram showing module titles (or separate course elements if not modular) and credit weighting of each, and clearly indicating which elements/modules are compulsory and which are optional giving full details of the options available. (Where two awards/courses have significant content in common it may be most appropriate to show this through one diagram).

2.5

An indication of where each point of the 1985 European Commission Directive is met within the course programme.

3.1

Explain any substantive variations from the requirements for professional practice as set out in the documents detailed in Part 2. Criteria for Validation and where such variations have been necessary explain the alternative measures taken to rectify the omissions.

4.1

Provide the names of relevant examination boards, and the names and institution/practice of the external examiners for the current and last four years: attach the external examiner reports for the preceding three years and letters of response to the reports if these are sent (providing an explanation for any reports which are missing).

5.1

Provide the staff/student ratio and explain how this has been computed.

5.2

Admissions
Give admissions policies and required qualifications for entry to each course. Provide target intake figures.

5.3

Explain the policy on direct entry at a stage other than the start of the first year of each course, including arrangements covering Accredited Prior Learning or Accredited Prior Experiential Learning.

5.4

Student Statistics
Provide an analysis of the qualifications of entrants to the first year/level of each course for the past three years giving names of qualification, subjects and grades. (A-Level grades may be shown by the 'points score' used by UCAS.)

5.5

Separately provide this information for entrants to later years/levels of the course(s).

5.6

Provide a breakdown of student numbers in terms of gender, ethnic origin and home/EU/overseas students. Separately provide numbers of students from countries which are members of the Commonwealth.

5.7

Provide full time student cohort statistics for the Part 1 and Part 2 courses over the last five years in the form outlined in the following tables. Provide a commentary on the numbers of students who withdrew or failed/were referred in each year/level.

PART 1 course(s)

Course title ______________________________________________________

Provide cohort statistics for the Part 1 course(s) in the current and each of the five preceding years (for the current year only intake figures will be available; for the preceding year full 'first year' information and intake figures for 'year two' will be available; and so on). Two copies of this chart are required to cover the necessary cohorts. The chart may be adapted by adding extra boxes or years to fit the particular circumstances of a course or School.

First Year

Second Year

Third Year

PART 2 course(s)

Course title ______________________________________________________

Provide cohort statistics for the Part 2 course(s) in the current and each of the five preceding years (for the current year only intake figures will be available; for the preceding year full 'first year' information and intake figures for 'year two' will be available; and so on). Two copies of this chart are required to cover the necessary cohorts.

The chart may be adapted by adding extra boxes or years to fit the particular circumstances of a course or School eg details of the professional practice year should be included where this is possible.

First Year

SecondYear

The following is a guide to the information which is requested to support the case for validation and which should be submitted with the responses to the questionnaire. Normally this will be found in Student Handbooks, Course Documents, Quality Assurance Handbooks and research reviews. These may be submitted together with detailed reference to the relevant sections (page and paragraph numbers) in the place of further documentation drafted specifically for the Visiting Board.

Full details of the content of each element (eg modules or lecture programmes) of the course(s) at all levels/years, including a summary list of design projects available for studio work. Explanation of the method for co-ordinating and integrating subject course work with design projects.

Awards
The requirements in order to gain each award: in the case of modular/credit-rated courses how many credits are required, which modules must be passed etc.

How award classifications for each award are decided: for modular courses how the marks gained in each module contribute to the overall degree classification.

Teaching and Learning Approaches
A brief description of the range of teaching methods and their use within the course(s), the use of visiting critics and guest speaker series (or similar).

The opportunities for student travel (including field trips, overseas visits etc), whether formally integrated within the course(s) or not, and how these are funded.

Assessment
A brief description of the main assessment methods and their application at various years/levels of the course(s).

Practical Training Arrangements
The Practical Training arrangements; the name of the full time member of staff designated Practical Training Adviser, how help is provided to students in finding training posts, whether they are visited in their offices etc.

Committee and Management Structure
A chart showing the committee and management structure of the School and its place within the wider institutional structure.

Other Taught Courses
The courses in related areas, but for which validation is not sought, taught in the School or Institution. This should indicate if there is any content in common or joint teaching with the course(s) for which validation is sought and provide approximate student numbers for each.

Research Activities
This may include:

• numbers of students taking research degrees in Architecture over the last five years; titles of recent MPhil/PhD dissertations;
• the staff research policy and major areas of research/consultancy activity;
• a list of funded research projects;
• an explanation of the relationship between research activities and the courses to be validated.

Staff Development
Staff development activities relevant to these courses and funding provided for these.

Links with the profession and CPD activities
The School's role in Continuing Professional Development activities and the other relationships with the architectural profession (locally, nationally, internationally).

The method of annual course monitoring/appraisal and of internal validation. Procedures

The method of involvement of external examiners: whether external examiners are appointed to specific courses, or under a modular system, to membership of 'two tier' examination boards.

Guidelines issued to external examiners on their role by the School or Institution (including guidelines on reporting unless these are repeated in the reports themselves) and the method of response.

Accommodation
Names of the sites where the course(s) are delivered.

Plans of accommodation.

The utilisation of accommodation and the workshop and laboratory provision.

Library Provision
What library sources are available, where they are situated and the library opening hours. The stocks of books, periodicals and other resources to support these course(s). Whether there is a specialist librarian for architecture, full or part time.

Other facilities
Computer (including CAD), audio visual, photographic facilities etc to support the course(s).

List of all academic staff from the School involved with the courses for which validation is sought providing for each:

• name
• qualifications
• date appointed
• grade/post
• full or part-time (or Visiting Lecturer) - if part time the number of hours
• responsibilities/ subject taught
• current professional activities.

List of technical and administrative/support staff providing for each:

• name
• date appointed
• grade/post
• responsibilities.

Where relevant details of staffing provided from a collaborating School, Department or Institution.

One copy of the following documents should be available at the start of the visit in the base room:

• Copies of published versions of the most recent reports on the course(s) or School from
• governmental bodies (eg HEFCE, HEQC).
• CVs for each member of the academic staff.
• The School's and Institution's prospectus.
• The full syllabus for all subjects/modules, reading lists for each and full details of the
• assessment method. This should cover both studio and non-studio work. Timetables.
• Copies of the examination question papers and all other assessments for all levels of all
• courses in the year immediately preceding the visit. List of recent dissertation topics.