AAMAD3: Architectural Design 3- Thesis Design

Module code: AAMAD3

Module provider: School of Architecture, School of Built Environment

Credits: 60

ECTS credits: 30

Level: 7

When you’ll be taught: Semester 2

Module convenor: Mr Oliver Froome-Lewis, email: o.froome-lewis@reading.ac.uk

Pre-requisite module(s): Before taking this module, you must have an ARB Part-1 qualification. (Open)

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE AAMRM AND TAKE AAMPS (Compulsory)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2026/7

Available to visiting students: No

Talis reading list: No

Last updated: 25 March 2026

Overview

Module aims and purpose

This is the third and the last in a series of related postgraduate design modules that explores research-based architectural design processes. It provides students with the opportunity to define an individual design position in relation to a current architectural issue, supported by a relevant research theme and methodological framework defined by the ‘Design Research Unit’ (DRU). Students will develop a comprehensive individual design project grounded in the student’s own research and supported through tutorials as well as specialist consultations. The project may be linked to research conducted in Research Methods: Dissertation (AAM RM) and will be accompanied by a technical report to evidence an understanding of relevant technical issues.

This module aims to provide students with key skills to develop an independent design project, a design thesis proposition, informed by relevant research, incorporating theoretical, methodological, and technical aspects as well as applying advanced skills in visual, written, and oral communication.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

​Contextual and Architectural Knowledge

1. How diverse global, cultural, social, technological, economic factors and building technology influence aspects of architecture and urban design. [Knowledge] CK1
2. The principles and relevance of social sustainability, social value and inclusive design. [Knowledge] CK3
3. The principles of building physics and environmental design. [Knowledge] CK6

Design

4. Prepare and present architectural design projects of diverse scale, complexity, and type in a variety of contexts, using a range of media, responding critically to a brief. [Ability] D1
5. Demonstrate a critical and creative approach to architectural design. [Ability] D3
6. Produce designs that integrate the artistic, spatial, environmental, social and experiential aspects of a building with the technical requirements of its construction. [Ability] D4
7. Propose strategies for structure, construction technology, materials, services, ventilation, thermal environment and lighting and acoustics that are appropriate to a project’s brief and context. [Ability] D5
8. Produce the designs that consider the relationship between people and built environment, between buildings and their context, and the need to relate buildings and the spaces between them to human needs, inclusivity, user experience and scale. [Ability] D6
9. Understand the consequences of design decision making on value to clients and communities over the life-cycle of built projects and the costs to the environment. [Understanding] D7
10. Propose design solutions that achieve or exceed relevant performance standards and requirements. Propose design solutions that achieve or exceed relevant performance standards and requirements. [Ability] D8
11. Prepare and document designs that demonstrate appropriate consideration of fire safety, life safety and wellbeing and inclusivity of users, the public and building constructors. [Ability] D11

Research and Evaluation

12. Use techniques of research, enquiry and experimentation to develop effective solutions to architectural problems and to broaden their knowledge base. [Ability] RE1
13. Locate, evaluate and apply relevant legislation, regulations, standards, codes of practice and policies related to the development of the built environment. [Understanding] RE2
14. Locate and evaluate evidence that may be incomplete or contradictory, critically evaluating the quality of knowledge sources, making judgements and drawing appropriate conclusions that can inform architectural practice. [Ability] RE5
15. Understand how modelling and post occupancy evaluation inform design. [Understanding] RE6

Professionalism and Ethics

16. Display a committed approach to equity, diversity and inclusion, including in their approach to designing environments and in their relationships with colleagues, employees, clients and communities. [Ability] PE2
17. Uphold the architect’s obligations to the health and safety of the public and building users and building constructors. [Understanding] PE4
18. Adopt a reflective approach to their work by identifying individual learning needs required for further development within the profession, ensuring they are up to date with current standards and best practice. [Ability] PE7

Module content

Students will determine and apply appropriate strategies and methods for the development of a complex architectural design research proposal– the master’s Design Thesis. Students will identify an individual learning interest around a current architectural issue which will contribute to, or build on, the research themes identified by the School of Architecture. The proposal will be developed through the application of individually determined methodologies or approaches towards design research and will result in outcomes at various scales as appropriate to test individual hypotheses and speculations.

The design research project will include an individually determined critical analysis and response to histories and theories of architecture, as applicable to the project. It will also include an individually defined critical analysis and response to the issues of architecture and technology, as applicable to the project. There will be a comprehensive contextual analysis of the brief, the context or site to justify the design proposition.

Students will use a range of visual, oral, and written media as well as physical and computer modelling to test, analyse, critically appraise, and explain their design proposals.

Structure

Teaching and learning methods

The module will predominantly be taught within a dynamic research-driven and project-based learning environment, by tutors working with small groups of students over the duration of a project. Students will generate integrated design proposals in studio, making use of workshop facilities and technical support. These activities will be supported by lectures, seminars, teamwork, and tutorials, which will incorporate review sessions, providing extensive opportunities for peer-to-peer learning. Students will be encouraged to explore and develop specific and individual methodologies of architectural representation and communication.

Fieldwork/ trips within the UK and/or overseas will provide opportunities to explore the context of the design project and to develop skills in characterisation, site analysis and ‘design in situ.’

Study hours

At least 120 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

The development of your portfolio will be supported by formative (non-graded) assessment, including individual and group tutorials as well as project reviews, which will provide you with regular opportunities for feedback and reflection. A series of environmental design and structural design tutorials will run alongside the design studio sessions to support the development of your projects.

Peer-to-peer feedback during workshops, group projects, and reviews will be encouraged. You will also be expected to engage in self-assessment through internalising learning outcomes by mapping your portfolio outputs against the RIBA/ARB learning criteria.

Reassessment

Additional costs