Design Studio 2A · 2026–27 · Level 5

Marking guide

Assessment criteria, grade bands and learning outcomes.

Official wording Guide commentary
§01

The marking structure

The portfolio is assessed through four weighted criteria. The same drawing or model can provide evidence for more than one criterion.

Assessment weights

AC1 20% Site Engagement and Analysis AC2 30% Design development and documentation AC3 30% Narrative communication AC4 20% Design resolution
Development and communication together carry 60% of the mark. These weights do not set portfolio page counts.
§02

The four criteria

Official wording appears in plain panels. Shaded panels contain guide commentary and examples.

AC1

Site Engagement and Analysis

20%

Official wording

Analysing the urban elements and factors that generate the design potentials and limitations. The design responds to the site's built urban context, including its history, movement networks, and relationship to the park and footbridge. The architectural and environmental response reflects an understanding of the site's physical, social, and spatial characteristics.

Learning outcomes: LO1 · LO2 · LO5

Level 5 skills: KU1 · KU2 · RS1 · RS2 · TS1 · CS1 · CS2

AC2

Design development and documentation

30%

Official wording

Documenting the design process through making, iteration, and reflection. Work shows how ideas evolve through sketches, models, drawings, and research. Design decisions, changes, and failures, are clearly communicated. Precedents and references support the development of programme, spatial organisationv, and atmosphere. Focusing on making connections and associations rather than collating raw data.

Learning outcomes: LO1 · LO2 · LO3 · LO4

Level 5 skills: RS1 · RS2 · PS1 · PS2 · PS3 · KU1 · KU2 · CS1 · CS2

AC3

Narrative communication

30%

Official wording

Presenting design intent, conceptual clarity, spatial organisation, and engagement with site context. Producing clear labelled drawings (plans, sections, elevations) and visual material, including renderings, collages, physical models, diagrams, and maps, using appropriate tools and professional standards. Communicating design intentions through verbal presentation, critical thinking, and quality of argument.

Learning outcomes: LO1 · LO5

Level 5 skills: CP1 · CP2 · TS1 · TS2 · TS3

AC4

Design resolution

20%

Official wording

The conceptual development of the building, layout, and location within the network is consistent with and aligned with the brief. Demonstrating an understanding of environmental sustainability, passive and active design strategies, grids, structural integration, and conceptual maturity. The building evokes a sense of place and atmosphere.

Learning outcomes: LO3 · LO4

Level 5 skills: TS1 · KU1 · PS1 · PS2 · PS3 · TS2 · CS1 · CS2

§03

Grades & full rubric

Compare the quality of your evidence with the descriptors below.

Guide commentary · grade bands

80-100 Exceptional

Rigorous enquiry, critical judgement and thorough integration across the proposal.

70-79 Very Good

Research and iteration inform decisions; communication is clear and architectural choices are effectively integrated.

60-69 Good

A coherent design process, effective communication and a well-resolved response to the brief.

50-59 Sound

Core work is present; develop iteration, clarity and integration more consistently.

40-49 Satisfactory

Basic evidence is present; strengthen its depth, completeness and coordination.

0-39 Needs Significant Improvement

Address missing or insufficient evidence with your tutor, across all four criteria.

Full rubric

Official wording

Assessment criteria and grade-band descriptors
Criterion 80-100
Exceptional		 70-79
Very Good		 60-69
Good		 50-59
Sound		 40-49
Satisfactory		 0-39
Needs Significant Improvement
AC1
Site Engagement and Analysis		 Exceptional analysis and interpretation of the site. Demonstrates a sophisticated understanding of urban, historical, social, spatial, and environmental conditions. The proposal responds sensitively and convincingly to the site's context, movement networks, park, and footbridge. Very good analysis of the site and its context. Demonstrates clear understanding of urban, social, spatial, and environmental conditions. The proposal responds effectively to the site and its surrounding networks. Good analysis of the site. Demonstrates a sound understanding of contextual conditions and responds appropriately to the site's opportunities and constraints. Reasonable analysis of the site and its context. Demonstrates an adequate understanding of key conditions, although relationships and responses are not fully explored. Basic analysis of the site and context. Some understanding of site conditions is evident, although engagement remains limited and underdeveloped. Limited or insufficient analysis of the site and context. Understanding of site conditions and their influence on design is largely absent or unresolved.
AC2
Design development and documentation		 Exceptional documentation of an iterative design process. Ideas evolve through rigorous making, testing, reflection, and research. Precedents and references are critically interpreted and effectively inform programme, spatial organisation, and atmosphere. Very good evidence of design development through making, iteration, and reflection. Research and precedents are clearly applied to inform design decisions and spatial development. Good evidence of design development. Sketches, models, drawings, and research demonstrate a coherent design process and support key design decisions. Sound evidence of design development and documentation. Design decisions are communicated, although the iterative process and use of precedents could be more consistently developed. Basic evidence of design development. Documentation demonstrates limited iteration, reflection, or use of research and precedents. Minimal evidence of design development or documentation. Iterative processes, research, and precedents are poorly developed or absent.
AC3
Narrative communication		 Exceptional communication of design intent, spatial qualities, and conceptual development. Drawings, models, visual material, and presentations are highly effective, coherent, professional, and persuasive. Arguments demonstrate critical insight and clarity. Very good communication of design intent and proposals. Drawings, visual material, and presentations are clear, coherent, and professionally executed. Arguments demonstrate strong critical understanding. Good communication of design intentions and spatial organisation. Drawings and visual material effectively support the proposal and demonstrate clear understanding of the project. Sound communication of the proposal. Drawings, visual material, and presentations adequately convey the design, although clarity, consistency, or depth of argument could be improved. Basic communication of the project. Drawings and presentations convey the main aspects of the proposal but lack clarity, completeness, or critical depth. Communication is unclear, incomplete, or insufficient. Drawings, visual material, and presentations fail to adequately explain the proposal.
AC4
Design resolution		 An exceptionally resolved proposal demonstrating a clear and mature architectural concept. Spatial organisation, form, environmental strategies, structure, and technical considerations are thoroughly integrated. The project creates a compelling sense of place and atmosphere while responding convincingly to the brief. A very well-resolved proposal with a clear architectural concept. Spatial, environmental, structural, and technical decisions are effectively integrated and support a strong sense of place and atmosphere. A well-resolved proposal that addresses the brief successfully. Design decisions demonstrate a good understanding of spatial organisation, environmental considerations, structure, and atmosphere. A reasonably resolved proposal that addresses the principal requirements of the brief. Environmental, structural, and conceptual considerations are evident but not consistently integrated. A basic resolution of the brief. Some understanding of spatial organisation, environmental strategies, and technical considerations is demonstrated, although substantial development is required. The proposal is insufficiently resolved and does not adequately address the brief. Environmental, structural, technical, and conceptual considerations remain largely undeveloped.
§04

Learning outcomes

These are the five learning outcomes and their links to the assessment criteria and ARB General Criteria.

LO1

Official wording

Develop multiple design scenarios and concepts responding to the site analysis and users' needs producing a design brief to express an integrated design approach's theoretical, programmatic, and practical concerns.

Assessed through: AC1 · AC2 · AC3
ARB criteria: GC1 · GC7 · GC10

LO2

Official wording

Develop a systematic understanding of the key aspects of sustainable design and construction, and their social, environmental and economic impact, in line with commonly used evaluation tools and with the international and national agendas.

Assessed through: AC1 · AC2
ARB criteria: GC5 · GC9

LO3

Official wording

Apply architectural tectonics, including spatial, structural, and material strategies, to generate a feasible integrated design.

Assessed through: AC2 · AC4
ARB criteria: GC1 · GC10

LO4

Official wording

Foster a methodical understanding of sustainable design and construction measures and evaluation tools, demonstrating the resulting environmental, social, and economic impact consistent with the relevant policies.

Assessed through: AC2 · AC4
ARB criteria: GC5 · GC9 · GC11

LO5

Official wording

Communication: Engage in collaborative practices and use digital and analogue media to generate legible, expressive, and communicative narratives for specialist and non-specialist audiences.

Assessed through: AC1 · AC3
ARB criteria: GC1

Assessment criteria mapped to learning outcomes
Criterion LO1 LO2 LO3 LO4 LO5
AC1 · 20% ● ● — — ●
AC2 · 30% ● ● ● ● —
AC3 · 30% ● — — — ●
AC4 · 20% — — ● ● —
● = linked learning outcome. — = no link specified.
§05

ARB & Level 5 skills

ARB General Criteria describe professional learning. FHEQ Level 5 skills describe academic and practical capabilities. These codes have no separate percentage weighting.

ARB General Criteria

The module is mapped to GC1, GC5, GC7, GC9, GC10 and GC11.

Official wording

GC1 Ability to create architectural designs that satisfy both aesthetic and technical requirements.

Learning outcomes: LO1 · LO3 · LO5

Full criteria

The graduate will have the ability to:

GC1.1
Prepare and present building design projects of diverse scale, complexity, and type in a variety of contexts, using a range of media, and in response to a brief.
GC1.2
Understand the constructional and structural systems, the environmental strategies and the regulatory requirements that apply to the design and construction of a comprehensive design project.
GC1.3
Develop a conceptual and critical approach to architectural design that integrates and satisfies the aesthetic aspects of a building and the technical requirements of its construction and the needs of the user.

Official wording

GC5 Understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human needs and scale.

Learning outcomes: LO2 · LO4

Full criteria

The graduate will have an understanding of:

GC5.1
The needs and aspirations of building users.
GC5.2
The impact of buildings on the environment, and the precepts of sustainable design.
GC5.3
The way in which buildings fit into their local context.

Official wording

GC7 Understanding of the methods of investigation and preparation of the brief for a design project.

Learning outcomes: LO1

Full criteria

The graduate will have an understanding of:

GC7.1
The need to critically review precedents relevant to the function, organisation and technological strategy of design proposals.
GC7.2
The need to appraise and prepare building briefs of diverse scales and types, to define client and user requirements and their appropriateness to site and context.
GC7.3
The contributions of architects and co-professionals to the formulation of the brief, and the methods of investigation used in its preparation.

Official wording

GC9 Adequate knowledge of physical problems and technologies and the function of buildings so as to provide them with internal conditions of comfort and protection against the climate.

Learning outcomes: LO2 · LO4

Full criteria

The graduate will have knowledge of:

GC9.1
Principles associated with designing optimum visual, thermal and acoustic environments.
GC9.2
Systems for environmental comfort realised within relevant precepts of sustainable design.
GC9.3
Strategies for building services, and ability to integrate these in a design project.

Official wording

GC10 The necessary design skills to meet building users' requirements within the constraints imposed by cost factors and building regulations.

Learning outcomes: LO1 · LO3

Full criteria

The graduate will have the skills to:

GC10.1
Critically examine the financial factors implied in varying building types, constructional systems, and specification choices, and the impact of these on architectural design.
GC10.2
Understand the cost control mechanisms which operate during the development of a project.
GC10.3
Prepare designs that will meet building users' requirements and comply with UK legislation, appropriate performance standards and health and safety requirements.

Official wording

GC11 Adequate knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning.

Learning outcomes: LO4

Full criteria

The graduate will have knowledge of:

GC11.1
The fundamental legal, professional and statutory responsibilities of the architect, and the organisations, regulations and procedures involved in the negotiation and approval of architectural designs, including land law, development control, building regulations and health and safety legislation.
GC11.2
The professional inter-relationships of individuals and organisations involved in procuring and delivering architectural projects, and how these are defined through contractual and organisational structures.
GC11.3
The basic management theories and business principles related to running both an architect's practice and architectural projects, recognising current and emerging trends in the construction industry.
Other ARB criteria and Graduate Attributes

These are included for context and are not named in this module’s General Criteria list.

Official wording

GC2 Adequate knowledge of the histories and theories of architecture and the related arts, technologies and human sciences.

Full criteria

The graduate will have knowledge of:

GC2.1
The cultural, social and intellectual histories, theories and technologies that influence the design of buildings.
GC2.2
The influence of history and theory on the spatial, social, and technological aspects of architecture.
GC2.3
The application of appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach.

Official wording

GC3 Knowledge of the fine arts as an influence on the quality of architectural design.

Full criteria

The graduate will have knowledge of:

GC3.1
How the theories, practices and technologies of the arts influence architectural design.
GC3.2
The creative application of the fine arts and their relevance and impact on architecture.
GC3.3
The creative application of such work to studio design projects, in terms of their conceptualisation and representation.

Official wording

GC4 Adequate knowledge of urban design, planning and the skills involved in the planning process.

Full criteria

The graduate will have knowledge of:

GC4.1
Theories of urban design and the planning of communities.
GC4.2
The influence of the design and development of cities, past and present, on the contemporary built environment.
GC4.3
Current planning policy and development control legislation, including social, environmental and economic aspects, and the relevance of these to design development.

Official wording

GC6 Understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors.

Full criteria

The graduate will have an understanding of:

GC6.1
The nature of professionalism and the duties and responsibilities of architects to clients, building users, constructors, co-professionals and the wider society.
GC6.2
The role of the architect within the design team and construction industry, recognising the importance of current methods and trends in the construction of the built environment.
GC6.3
The potential impact of building projects on existing and proposed communities.

Official wording

GC8 Understanding of the structural design, constructional and engineering problems associated with building design.

Full criteria

The graduate will have an understanding of:

GC8.1
The investigation, critical appraisal and selection of alternative structural, constructional and material systems relevant to architectural design.
GC8.2
Strategies for building construction, and ability to integrate knowledge of structural principles and construction techniques.
GC8.3
The physical properties and characteristics of building materials, components and systems, and the environmental impact of specification choices.

Official wording

GA1 Graduate Attributes for Part 1

Full criteria

With regard to meeting the eleven General Criteria, Part 1 will be awarded to students who have:

GA1.1
Ability to generate design proposals using understanding of a body of knowledge, some at the current boundaries of professional practice and the academic discipline of architecture.
GA1.2
Ability to apply a range of communication methods and media to present design proposals clearly and effectively.
GA1.3
Understanding of the alternative materials, processes and techniques that apply to architectural design and building construction.
GA1.4
Ability to evaluate evidence, arguments and assumptions in order to make and present sound judgments within a structured discourse relating to architectural culture, theory and design.
GA1.5
Knowledge of the context of the architect and the construction industry, and the professional qualities needed for decision making in complex and unpredictable circumstances.
GA1.6
Ability to identify individual learning needs and understand the personal responsibility required for further professional education.

FHEQ Level 5 skills

Official wording

KU · Knowledge and Understanding

KU1
Critical understanding of the subject and its underlying principles and concepts. AC1 · AC2 · AC4
KU2
Self-awareness of the limits of one's knowledge and understanding. AC1 · AC2

CS · Cognitive Skills

CS1
Ability to use a range of established techniques to initiate and undertake critical analysis of information and propose solutions. AC1 · AC2 · AC4
CS2
Use of a range of techniques to initiate and critically analyse information and propose solutions to problems. AC1 · AC2 · AC4

RS · Research Skills

RS1
Ability to design and implement research/projects. AC1 · AC2
RS2
Engagement with the literature. AC1 · AC2

PS · Discipline-Specific Practical Skills

PS1
Discipline-specific skills and tasks required to achieve professional competencies and within specific contexts (e.g., placement-specific skills). AC2 · AC4
PS2
Creativity within and beyond the discipline. AC2 · AC4
PS3
Technical and practical competence. AC2 · AC4

CP · Communication & Presentation

CP1
Ability to communicate information in a variety of forms to specialist and non-specialist audiences and deploy key techniques of the discipline effectively. AC3
CP2
Accuracy in citation and referencing. AC3

TS · Transferable Skills

TS1
Personal responsibility and decision-making. AC1 · AC3 · AC4
TS2
Management of own learning and critical reflection skills. AC3 · AC4
TS3
Team-working. AC3
Module aims

Official wording

A1
To enhance architectural design competencies in exploring relations between space, structure, performance, technology, environment and people.
A2
To apply theories of architecture and knowledge of the different approaches that relate to architectural design.
A3
To develop and apply methods of investigation while developing a brief for an architectural design project.
A4
To develop skills for effective communication of design ideas and information, and expressing design challenges and solutions to specialist audiences (such as engineers, managers) and to non-specialist audiences (client, end users).
§06

Review your evidence

Guide commentary · self-review

Use the Process Journal InDesign template to record your work throughout the project. Before a tutorial, identify evidence for each criterion and choose what to improve next.

Ticks are temporary. This checklist does not calculate a grade.