Architecture

Architecture - BA (Hons) - ARB/RIBA Part 1

UCAS code K100

2018

Architects have the potential to change people’s lives. They provide the vision to imagine new environments and breathe life into existing buildings. They are part of the creative profession that helps to build our communities.

Overview

It’s not just about creating beautiful buildings. At Kent, our design approach takes into account how people want to live and work in the 21st century, as well as environmental concerns.

Kent School of Architecture has a forward-thinking philosophy and that means you have stimulating debates as well as developing your own creative ideas and practical skills.

Our degree programme

Our BA (Hons) degree is the first step towards qualifying as an architect. You study areas such as regeneration, sustainability, landscape, community, and urban life. You also develop the practical design skills needed within the profession.

You are encouraged to be creative and experiment through models, drawings and digital representation – gaining confidence through your project work.

We also arrange optional field study tours to complement your studies. In recent years, students have been to:

  • France – Lille and Paris
  • Spain – Barcelona
  • Germany – Berlin
  • Italy – Rome
  • Austria – Vienna
  • the USA – San Francisco and Washington DC.

 (Please note that our field trips can involve extra costs that are not covered by your tuition fees.)

Work placement or study abroad

You have the chance to take a work placement or study abroad for a term in your second year. Previous study destinations have included:

  • Virginia Tech (US)
  • École Nationale Supérieure d’Architecture et de Paysage de Lille.

Study resources

Our open-plan studios are at the creative heart of our teaching. It’s a place where our students can work on projects, sharing ideas and inspiring each other.

The hi-tech Digital Crit spaces provide a more formal environment for sharing work and getting feedback. They are also used to present finished work.

Overall, our facilities include:

  • modern design workshops
  • dedicated model workshops
  • laser-cutting facilities
  • computer studio and labs
  • Digital Crit spaces for presenting designs, including uTouch HD screens
  • an excellent library collection of books, journals and electronic resources.

Extra activities

Many of our students like to join the Kent Architectural Student Association (KASA). It is run by students and in previous years has organised:

  • social events
  • design competitions
  • talks from experts in architecture, graphic design, product design and art.

The School of Architecture also puts on special events that you are welcome to attend. These may include:

  • open lectures
  • research seminars
  • exhibitions
  • conferences and symposia.

Professional network

Kent School of Architecture has a wide professional network and invites guest speakers from inspirational practices such as:

  • Farrells
  • Carl Turner Architects
  • Rogers Stirk Harbour + Partners
  • Guy Hollaway Architects.

Think Kent video series

In this talk, Dr Timothy Brittain-Catlin from the Kent School of Architecture examines new ways of writing and talking about buildings and asks if being a critical failure in architecture really matters.

Independent rankings

Architecture at Kent was ranked 7th in The Guardian University Guide 2017.

For graduate prospects, Architecture at Kent was ranked 7th in The Complete University Guide 2017. Architecture students who graduated from Kent in 2015 were the most successful in the UK at finding work or further study opportunities (DLHE).

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Possible modules may include Credits

The module introduces the student to the ‘design project’ and how to interpret and analyse a brief. The project will investigate spatial concepts, and will examine various types of spatial enclosure, scale and function.

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Building on their experience gained in the autumn term this module deepens students’ understanding of the design of interior and exterior space by the investigation and design of environments that confront the senses and where the integration of the sensory range is paramount. The potential of different materials within a design proposition is addressed. The module addresses the further awareness of the integration of function, aesthetics, technology and comfort within a design proposal. It also addresses the incorporation of vertical movement within a design proposal.

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Aspects of the Technology & Environment curriculum covered in this module include the fundamentals of the external envelope, the thermal environment, human comfort, artificial light, and natural ventilation. An important aspect includes the weathering of materials, and an introduction to building services-plumbing, electrical, etc.

Students will explore these technical and environmental aspects in the context of a design project, providing students with the opportunity to gain first-hand experience with the complexity of technical integration in architecture at a small scale. Moreover, students will experience the relationship between theory and practice and technical/environmental design

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The concept of building type is crucial in developing an understanding of the built environment as a coherent endeavour. Recurrent plan types are important in establishing order in architecture and interiors. Equally, divergence from the norm is important in rethinking established spatial types. The most ubiquitous building type is the house, and its analysis comprises the essence of this module. We shall be studying the house as an example of vernacular design, as a response to the particular environment of a region, as well as analysing key examples of the modern house. By this means, the key periods and events in the development of modernism may be charted. Students will gain an understanding of the modern house by reading relevant literature and architectural drawings and photographs, in addition to making scale models of particular houses, and writing illustrated essays.

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This module teaches the principles and skills of orthographic and metric projections, perspective drawing and rendering of drawings to communicate design aspirations. The acquisition of skills to make 3D models, from conceptual to finished scaled presentations is started in this module. The module will develop various skills in recording the observed environment through appropriate drawing, modelling and a whole range of graphic systems. Emphasis will be placed on the use of the sketch book and the development of freehand drawing, but the module will also develop students skills in visual communication and presentation dealing with 3D computer modelling. Students enhance their modelling skills to develop high quality rendering skills.

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This course provides stage one students with an introduction into ancient and medieval architecture, predominantly Western. It will include a series of weekly lectures based on different key episodes in architectural history, supplying the students with both the historical information that will form the foundation for their future studies, as well as with a grasp of basic architectural concepts and ways of discussing and presenting them. Typical forms of historic building technologies will be discussed, together with their relevance to current technologies. The assessable component of the module will take the form of an examination in the summer term.

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The key concepts of sustainable design are introduced. An awareness of the distinction between structural and non-structural elements in buildings is taught.. Lectures and workshops on structures and basic constructional techniques are also introduced along with the study of the environmental factors of natural light, with reference to their impact upon building interiors. The palette of building materials is outlined, conveying both their sensory impact as well as their physical properties. An awareness of the prime means of placing and fixing different materials in addition to the aesthetic and technical aspects of joining materials.

Indicative lecture list:

- Module introductions

- The building envelope- Daylight 1.

- Foundations- Daylight 2.

- Walls- Solar Geometry.

- Roofs- Ecology.

- Floors- Global warming

- Frames- Sustainable materials

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Stage 2

Possible modules may include Credits

This module introduces students to urban design, focussing on housing as a building type. It takes place in two stages, the first being to plan a group of buildings, possibly in an urban context, and the second to develop the design of one of the individual housing blocks comprising multiple units. Students will examine the various typologies of collective dwellings and investigate alternative ways in which these can be combined to form urban blocks. In preparation for this module students will explore some of the principles and theories of urban design and apply some of these in their projects . The principles of sustainability will be examined in the context of energy and environmental assessment methods, and the use of appropriate construction techniques will be explored. Students will develop both digital and hand-drawn presentation and communication techniques,

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Students will explore passive means of environmental control to achieve comfort in different climates. Vernacular precedents of passive design will be examined and distinguished from the cultural influences on design in different cultures. The concept of exterior and interior climates will be critically investigated and students will develop a good understanding of the microclimate created by cities, landscapes, groups of building and individual structures. The influence of materials, form and construction on environmental performance will be examined with reference to precedents and benchmarks. Specific techniques and methodologies for climate analysis and environmental design will be learned and applied.

The assignment concerns the development of environmental design strategies that are to be integrated appropriately into the design work of the concurrent module Architecture and Landscape. Students will demonstrate how they have provided for fresh air to move through the main building of Architecture and Landscape, as well as how they have exploited passive resources for cooling, temperature control, solar gain and the control of solar gain, both in the summer and winter and for the daytime and night-time. The integration of these into the main building of Architecture and Landscape will take heed of the functions of the spaces and their disposition and be arranged for good efficacy. Students will concisely describe the rationale of the environmental strategies and explain the operation of any technology used in realizing these strategies and illustrate this with appropriate plans and cross-sections.

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This module addresses the developments in architecture from the early fifteenth century to the beginning of the nineteenth century. The cultural context of the time will be studied by outlining the socio-economic conditions, the new attitudes to knowledge, arts, history and architecture. Architectural treatises of the early Renaissance and the related developments in the practices of painting and sculpture will be brought into the consideration in order to highlight specific innovation and dynamics of architecture. The underlying conditions of the movements known as Renaissance, Mannerism, Baroque, Rococo and Neo-classicism will be addressed and relevant buildings, objects of art, architectural texts and dominant narratives will be studied. Landscape design will be discussed through the comparative analysis between the formal landscape design and the phenomenon of the picturesque. The architecture of symbolism and utopianism is also considered. The eighteenth-century organization of life and labour, the emerging spaces of production, as well as the establishment of the academies, museums, and other institutions will be addressed, in order to highlight the way in which these phenomena contributed to the rise of the architectural profession and the building guilds. Typical forms of historic building technologies will be discussed, together with their relevance to current technologies.

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This design module integrates concerns for structure, construction and form in the process of architectural design. The objective is to help and to encourage students to design with each of these subject areas simultaneously informing the others.

A series of lectures and seminar group exercises will introduce students to the principles of structural design including structural typologies; loads and forces; simple beam bending theory; mechanics of materials; and structural geometry. Students will be presented with strategies and qualitative methods of structural analysis which will support the activities of the module. Basic structural theory and the study of form and construction will be consistently related to real buildings, structures and materials.

Students will undertake a Structural Case Study of an existing work of architecture. They will be required to identify the structural materials and systems adopted, and will present a critique of the contribution made by the structure to the architecture. (Component A). Component A will conclude with a presentation by the students of their Structural Case Studies and the submission of a brief written report.

The module will conclude with a design exercise in which the focus will be the design and resolution of an appropriate structural system, (Component B). Component B will conclude with a presentation of a structural system to include a model which clearly explains the structural strategy, drawings of the general arrangement of structural components including sized elements alongside a structural design report.

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This course will enable the student to learn through a series of detailed thematic and historical investigations how a number of specific important aspects and events in architectural history have changed the way in which we experience the built environment and, also, to appreciate the responsibility of all architects and designers towards the societies in which they live. Its focus is the nineteenth century. Students will be assessed in the form of an examination which will draw on material researched through guided casework study. Typical forms of historic building technologies will be discussed, together with their relevance to current technologies.

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This course focuses upon the relationship of landscape and architectural, particularly through the siting of a building, site planning, and elementary planting design and landscape detailing. The design project is treated as a totality, with architecture and landscape fully integrated both spatially and conceptually. The building brief is of moderate complexity, following sustainable principles relating to the Climate module. The history and theory of landscape architecture is covered in a series of accompanying lectures. Lectures and workshops with landscape architects and others introduce students to the contemporary profession of landscape architecture, techniques of landscape representation, and to the dynamics of professional team work with related disciplines. Computer drawing, 2D and 3D, is also taught in this module, and students present aspects of their design scheme using these methods.

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Stage 3

Possible modules may include Credits

This module, the final one of the programme, engages students in the design of a building in an urban centre. In lectures and seminars, it deals with distinctive urban plans in the contemporary world, as well as a consideration of their historical provenance. The design exercise seeks to locate a complex building type, of mixed social use, within a developed urban fabric. The module assesses a student’s capabilities, skills, knowledge and understanding that are brought to bear on such a design. The key design skill to be demonstrated is the integration of the conflicting demands surrounding a proposal that successfully balances the requirements of client, user and the public with the cultural, technical and environmental pressures encountered. As the final statement of student competence, the design will be expected to successfully demonstrate critical and reflective awareness of process across a wide range of indicators, including awareness of fine art theories and methods of production as applied to building. The outputs required will comprise a fully designed building proposal, including design studies and technical analyses of the building and its systems. This will be presented in a crit and submitted as a document online.

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This module engages students with the professional practice of architecture. Assignments will review and analyse a design project from the perspective of professional practice. A series of lecture and seminars introduce students to the subjects of professional ethics, planning and building law, practice management, and building information modelling (BIM).

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This module offers students the opportunity to deepen their knowledge and understanding of a particular aspect of architecture. The topic to be studied is agreed with the Module Convenor and an appropriate supervisor is nominated from the teaching staff. Moreover the dissertation will provide students with the opportunity to develop more advanced academic research and writing skills. It forms part of the research strand within the architectural curriculum, which complements the design strand of the studio. Fortnightly supervisions lead to a draft handed in towards the end of autumn term, with the draft submission of ca 4000 words (for formative assessment) at the start of the Spring Term, and final submission (for summative assessment) of the 7,000-8,000 word dissertation during the Spring Term.

Students may opt to focus their research question around making and assembling an artefact, as a piece of research-through-practice, in which case the written element may be reduced by up to 50%, by agreement with the supervisor in combination with the submission of the artefact, which it will frame and discuss theoretically.

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The adaptation and extension of existing buildings for new uses is a staple of design practice, ranging from the unobtrusive to the complete visual overhaul and updating of an existing building. The course will combine architectural design with technological and environmental solutions, on the basis of the adaptation of an existing built envelope with extensions to provide a new use. The practical design project is informed by lectures, seminars and tutorials dealing with the technical, environmental, ergonomic, regulatory, historical, theoretical and aesthetic considerations of architectural adaptation. Topics covered in the Technology & Environment curriculum include: technology transfer, dimensional coordination, movement and expansion, sustainable design for existing buildings, artificial and natural light, learning from building failures, properties of materials, forming openings in existing structures, acoustic design, integration of structure and construction, design for fire safety, structural systems (and rules of thumb) and external and internal elements of construction.

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This module examines cultural theory, and demonstrates its applicability to the disciplines of design. The unit's motto might be see critically. This reverses the design studio ethos where you are urged to think visually. The module focuses on histories and theories of modernism, and brings the discourse of modernity up to date with a survey of post-modernism and post-structuralism. The assessed component comprises a design essay which relates the student’s concurrent design project to the main themes of the module.

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Teaching and assessment

We use a variety of learning and teaching methods, including lectures, workshops, studio-based work and field study trips. You also attend tutorials, seminars, small group discussions and one-to-one design sessions, giving you a range of feedback opportunities to improve their skills.

Our dedicated student workshop is run by experienced model makers and is equipped with a CNC router as well as a comprehensive collection of workshop equipment, laser-cutting facilities and access to an electronics workshop.

You also have the exclusive use of our Digital Workshop which enables you to explore aspects of 3D scanning, printing and modelling; using cutting-edge technology; from point-cloud 3D capture to fused deposition modelling 3D prototypes. We hold seven hobbyist 3D printers and three high-end 3D scanners, to enhance our experimental approach throughout the process and development of an architectural design brief. 

Assessment is by a portfolio of work, which includes design project coursework, written assignments and examinations, alongside research papers and technical reports. We place particular emphasis on sketchbooks and notebooks assembled over the academic year, which contribute to your own personal development plan.

Programme aims

The programme aims to:

  • provide a broad education in architecture, primarily for those who will continue in architectural education and who will practice architecture
  • develop students’ intellectual, creative and imaginative powers within architectural design to the fullest possible extent
  • promote study of the practice and tradition of architecture within its social, cultural and environmental contexts, in order to develop knowledge and understanding
  • develop an understanding of the professional practice of architecture and in particular to develop and implement team skills
  • develop construction and environmental skills appropriate to architectural practice and to understand the influence of technology and the relevance of sustainability
  • promote the importance of an integrated approach to building design and to explore how an appropriate balance is achieved between competing demands
  • encourage a keen awareness of contemporary theory, technology and practice in order to provoke students’ creativity and innovation.

Learning outcomes

Knowledge and understanding

Stage One

  • The critical and contextual dimensions of architecture and design with respect to cultural, social, ethical, historical and theoretical considerations.
  • Design processes and the development of a design/architectural language.
  • The influence of environmental design technology on the production of a sustainable, safe and healthy built environment.
  • Structural and constructional principles, the properties and meanings of materials, and the ways that these may inform and influence design decisions.
  • The integrative relationship between space, structure, environment and materials.
  • The history of, and current debate about, design and architecture.
  • The verbal and graphical means of communicating design solutions to both professional and non-professional audiences.
  • The relationship between the disciplines of interior design, interior architecture, and architecture.

Stage Two

  • The breadth of architecture and design within its historical, cultural and social context.
  • Design processes and the development of a design/architectural language.
  • The influence of environmental design technology on the production of a sustainable, safe and healthy built environment.
  • Structural and constructional principles, the properties and meanings of materials, and the ways that these may inform and influence design decisions.
  • Cultural theory and modernism.
  • The verbal and graphical means of communicating design solutions to both professional and non-professional audiences.
  • The relationship between the disciplines of interior design, interior architecture and architecture.

 

Intellectual skills

Stage One

  • Apply the skills needed for academic study and enquiry.
  • Evaluate and research sources of information and evidence.
  • Synthesise information from a number of sources.
  • Apply strategies for appropriate selection of relevant information from a body of knowledge.
  • Utilise problem-solving skills.
  • Analyse, evaluate and interpret the evidence underpinning design practice.
  • Demonstrate an awareness of the legislative constraints and guidance on the development of the built environment.

Stage Two

  • Develop further the skills needed for academic study and enquiry.
  • Evaluate research and a variety of types and sources of information and evidence critically.
  • Synthesise information from a number of sources in order to gain a coherent understanding of theory and practice.
  • Apply strategies for appropriate selection of relevant information from a wide source and large body of knowledge.
  • Utilise problem-solving skills to generate sophisticated design solutions.
  • Analyse, evaluate and interpret the evidence underpinning design practice critically and initiate change in practice appropriately.
  • Demonstrate knowledge of the legislative constraints and guidance on the development of the built environment.

Subject-specific skills

Stage One

  • Understand creative design skills such as a consistent and methodological approach within a theoretical context.
  • An awareness of the advantages of collaborative working practices.
  • Test and analyse architectural and technical design options against developed briefs.
  • The ability to manipulate both colour and light to modify the character of space and surface.
  • An ability to plan in response to functional, spatial, aesthetic, technical and social requirements, within the scope and scale of a wider environment
  • Demonstrate the ability to communicate verbally and graphically, using appropriate media and drawing conventions.

Stage Two

  • Understand creative design skills such as a consistent and methodological approach within a theoretical context.
  • Work both as a creative and imaginative individual and as part of a team within the area of architectural design.
  • Adopt a critical attitude towards the design brief.
  • The ability to measure, predict and analyse sound, light and thermal factors in buildings and to respond to them creatively.
  • An ability to plan both in the horizontal plane and in section in response to functional, spatial, aesthetic, environmental requirements, within the scope and scale of a wider environment.
  • The ability to use verbal and graphical means of advanced communication including physical models, computer and 3D drawings.

Transferable skills

Stage One

  • Research and consider sophisticated design problems in the light of contemporary criticism.
  • The ability to analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation.
  • Develop an ability to solve design problems and articulate solutions comprehensibly in visual, oral, and written forms.
  • An ability to engage in design thinking which is logical and imaginative.
  • Acquire independent judgement, critical self-awareness and ability to identify strengths and weaknesses. Ability to manage time effectively.

Stage Two

  • Research and consider sophisticated design problems in the light of contemporary criticism.
  • The ability to analyse information and experiences, formulate independent judgements, and articulate reasoned arguments through reflection, review and evaluation.
  • Develop an ability to solve design problems and articulate solutions comprehensibly in visual, oral, and written forms.
  • An ability to engage in design thinking which is logical and imaginative
  • Acquire independent judgement, critical self-awareness and ability to identify strengths and weaknesses.
  • Ability to manage time effectively.

Careers

Graduate destinations

Many of our graduates go on to work in well-known architectural practices, such as:

  • Farrells
  • Grimshaw
  • HLM Architects
  • HOK
  • Jestico + Whiles.

Our graduates have also followed careers in professions related to design, graphics and visualisation.

Help finding a job

Kent School of Architecture has links to professional practices and this network is very useful to students when looking for work in an architectural practice. You are encouraged to network at our events, and we run special sessions to help you with writing your CV.

The University also has a friendly Careers and Employability Service, which can give you advice on how to:

  • apply for jobs
  • write a good CV
  • perform well in interviews.

Career path into architecture

To qualify as a professional architect requires a specific route of study and work experience.

  • Your BA (Hons) degree provides an exemption from the Part 1 examinations required by the Architects Registration Board (ARB) and the Royal Institute of British Architects (RIBA).
  • After graduation, you work for at least six months in an architectural practice.
  • You then continue your studies on the MArch degree programme, which takes two years and provides exemption from the RIBA/ARB Part 2 examinations.
  • Following the MArch, you continue to work in an architectural practice until you have a total of 24 months of professional experience (including the previous period of work).
  • You are then eligible to take Part 3 of the ARB/RIBA examinations, which lead to full professional registration as an architect.

Career-enhancing skills

You graduate with an excellent grounding in architectural knowledge and a range of professional skills in:

  • visual and verbal presentations
  • digital media
  • model-making
  • freehand drawing.

To help you to appeal to employers, you also develop key transferable skills in:

  • computing
  • analysing data
  • writing well.

You can also gain extra skills by signing up for one of our Kent Extra activities, such as learning a language or volunteering.

Independent rankings

Architecture students who graduated from Kent in 2015 were the most successful in the UK at finding work or further study opportunities (DLHE).

For graduate prospects, Architecture at Kent was ranked 7th in The Complete University Guide 2017.

According to Which? University (2017), the average starting salary for graduates of this degree is £19,000.

Professional recognition

The BA (Hons) Architecture (Part 1) and MArch (Part 2) programmes are fully prescribed by the ARB and have been validated by RIBA for the maximum period.

The School hosted career days, where practitioners would come in and talk about working for architectural companies and what they expected from candidates

Srimathi Aiyer Architecture MArch

Entry requirements

All candidates need to provide confirmation of i) observational skills ii) artistic conceptual and creative thinking iii) analyses of colour form and space.

They must do so via a) a formal qualification such as A level grade B or above in Fine Art, or IB Visual Arts 5 at HL or 6 at SL or b) a portfolio which must contain observational drawings and a range of forms including painting, sketching, design, photography, models and textile design. The portfolio must be submitted in digital format either online or by uploading a PDF to the portal.

Please note that candidates with a formal qualification may still be asked for a portfolio.

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Typical requirements are listed below. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

Qualification Typical offer/minimum requirement
A level

AAB. Only one of General Studies or Critical Thinking can be accepted against the requirements

GCSE

Mathematics grade C

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above.

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

The University will consider applicants holding BTEC National Diploma and Extended National Diploma Qualifications (QCF; NQF; OCR) on a case-by-case basis. Please contact us for further advice on your individual circumstances.

International Baccalaureate

34 points overall including Mathematics 4 at HL or SL

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advice about applying to Kent, you can meet our staff at a range of international events.

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2018/19 entry tuition fees have not yet been set. As a guide only, the 2017/18 tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £16480

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

Your fee status

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Additional costs

The following course-related costs are not included in your tuition fees:

  • The estimated cost of your art materials over three years (around £150 per year, on average)
  • Optional field trips (approximately £400 each at current prices)
  • Printing costs of around £45 per year (on average)
  • The cost of books that you might wish to purchase from recommended reading lists (our library has an extensive range of core texts available to borrow)

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. 

For 2018/19 entry, the scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

The studio culture is essentially a melting pot of creativity – that’s how I’d describe it

The curriculum is certified by the Royal Institute of British Architects (RIBA), so you know without question that you’re on the right track.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. 

Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.