Higher Certificate in Architecture

Purpose

The purpose of the Higher Certificate in Architecture is to respond to national imperatives and professional competencies while offering high-quality professional education for academic articulation on the NQF.

The qualification addresses the national imperatives of socio-economic redress and spatial transformation by aligning with the National Development Plan. The graduate attributes are aimed at knowledge, skills and technology transfer to historically disadvantaged communities in need of spatial transformation. Furthermore, the intention is that the upskilling of a person resident in the historically disadvantaged communities will lead to the spatial and aesthetic transformation of those very communities while achieving economic redress.

Design and technology studio projects will form the basis of research, theory, conceptual and technical learning. In this way, learners will understand the relevance of theory to contextually situated learning problems within real built environment contexts. Conceptual skills are developed through the synthesis of theory and data relevant to contextually situated learning problems. The design studio is the primary learning space for conceptual design and technological resolution.

Upon completion of the qualification, qualifying learners will be able to

• Understand the context of urban and peri-urban.
• Understand the history and evolution of architecture.
• Apply theory to analyse architectural problems and conceptualise responsive design solutions.
• Apply principles of adaptive reuse in design and detailing.
• Apply technology and services in architectural design.
• Demonstrate an understanding of simple structural mechanics.
• Produce freehand sketches and build models to present design and technology concepts.
• Apply computer software to produce architectural drawings and models.
• Produce working drawings and details of architectural designs.
• Interpret and apply national standards and regulations (SANS 10400 and XA) for design compliance.
• Understand the architectural professions Act and code of professional conduct.
• Apply the principles of office practice in simulated office projects.

Rationale

This qualification provides architectural education that aligns with the respective SAQA level descriptors while it meets the professional competencies required in the industry. The qualification offers broader access to learners, largely from historically disadvantaged backgrounds who could not access public institution qualifications. This qualification offers focused education and training to small cohorts of learners that show potential to succeed in architecture as reflected in the enrolment plan.

It is imperative that to achieve the objectives of transformation and redress, access to historically disadvantaged persons is promoted. This is particularly important within the built environment that is still very much in need of spatial transformation from apartheid based planning and architectural legacy. A large proportion of architectural practitioners never had access to higher education and were therefore not able to upskill to offer higher quality architectural services to their communities in need of transformation.

The qualification is structured around the needs of South African society and the built environment, whereby critical thinking skills are developed through engagement with diverse socio-economic contexts. Teaching and learning at the institution is about developing conceptual thinking and technical skills for technology transfer to society. It is essentially about responding to real issues facing the built environment. It is therefore imperative that learners develop perceptual skills to understand the character and dynamics of the built environment - how people interact with spaces and the changes that occur over time. The understanding of the urban environment and the communities in which they live are vital to developing responsive approaches to architectural design and detailing.

Interpreting the city and the diverse social environments that the learners experience daily is an important source of learning and research; relating one's context and social circumstance forms an important foundation for project-based learning methodology. All project work relates to problems situated in the built environment wherein learners are conscientised to social, economic and environmental problems located in places that they can relate to in communities or life experiences.

There are currently no qualifications towards professional registration as Draughtspersons which are unconditionally endorsed by SACAP. This qualification, therefore, addresses a critical skills shortage of qualified Draughtspersons in the profession. The qualification is supported by SACAP as it meets the academic and professional standards for registration as Candidate Architectural Draughtsperson, within its framework for professional registration. The study period, of 1200 notional hours, is adequate to ensure that the requisite competencies for professional registration as Candidate Architectural Draughtsperson are met. Upon registration, the draughtsperson category may further articulate to higher professional registration categories such as Professional Architectural Technologist, through further studies or the RPL process implemented by SACAP.

Recognition of Prior Learning (RPL)

RPL is a legitimate alternate mechanism for admission to qualifications at the Institution, which is guided by the RPL policy, written following the SAQA National Policy for the Implementation of the Recognition of Prior Learning. RPL will be a mechanism for either/or:

• Access to academic qualifications;
• Award of qualification where prior learning meets all the requisite Exit Level Outcomes of the respective qualification.

Admission via RPL will be based on the following criteria

• Basic proficiency in English where English is a second language.
• A comprehensive CV indicating all prior learning, including formal, non-formal and informal learning.
• A comprehensive portfolio of industry work.
• A selection test to determine the authenticity of experience.
• A selection Interview.

RPL credits would be awarded after the assessment of learning outcomes achieved in the workplace against the respective Exit Level Outcomes of the respective qualifications. The institution has developed an RPL assessment rubric for this purpose.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4.

Or

• National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies.

This qualification consists of the following compulsory modules at NQF Level 5 totalling 120 Credits.

Compulsory Modules, NQF Level 5,120 Credits

• Architectural Design 1, 24 Credits.
• Theory of Design 1, 16 Credits.
• Construction Science and Technology 1, 24 Credits.
• Documentation and Professional Practice 1, 8 Credits.
• Work Integrated Learning WIL101, 40 Credits.
• Independent Study, 8 Credits.

1. Identify, evaluate and apply appropriate theories, concepts, principles, ethical procedures and rules to analyse the architectural problems in the built environment.
2. Identify appropriate sources of information, related to the architectural problem in context, and apply appropriate methods of data collection.
3. Demonstrate an understanding of appropriate theories and concepts related to the physical and social context of the architectural problem.
4. Demonstrate understanding of alternative aesthetic and technological processes relevant to the design problem.
5. Demonstrate the ability to evaluate professional performance by self-critique of one's work and others engaged in architectural projects.
6. Produce designs, drawings, proposals, reports and specifications accurately in alignment with the relevant conventions, norms and standards for architectural documentation.

Associated Assessment Criteria for Exit Level Outcome 1

• Define an architectural problem in context.
• Describe theories, concepts and principles related to an architectural problem in context.
• Explain the environmental influences on architectural design to formulate responsive design proposals.
• Apply standard and ethical procedures, conventions and principles to develop responsive architectural design solutions.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify relevant sources of primary and secondary data related to an architectural problem in context.
• Interpret and analyse data using standard methods and procedures in architectural research.
• Select the most relevant data pertinent to formulating an architectural response. The ability to apply relevant data in the development of an architectural design proposal.
• Produce architectural design presentation drawings and models.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply standard procedures and methods of contextual or site analysis.
• Explain the relationships between various factors of environmental, social and economic that define the site.
• Communicate the contextual analysis using urban design or architectural conventions.

Associated Assessment Criteria for Exit Level Outcome 4

• Develop conceptual designs concerning a range of unfamiliar architectural problems in familiar contexts.
• Select appropriate technologies and materials to develop the concept design, concerning a range of unfamiliar architectural problems.

Associated Assessment Criteria for Exit Level Outcome 5

• Evaluate design solutions through critical reflection.
• Identify the appropriate sources of information and resources needed to further develop the architectural solution.
• Work in teams and generate alternative creative solutions to architectural problems.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply ethical considerations in architectural research, design and technical documentation.
• Apply laws, regulations, standards and bylaws about architectural design, detailing and specification.
• Access appropriate technical and design codes to produce drawings that contain relevant and substantial information for the building or construction of the project.
• Record and produce information on drawings, specifications and technical reports.
• Communicate and issue drawings in conformance with established standards and conventions.

Integrated Assessment

The assessment of architectural design is best effected by the interim formative assessment due to the complex nature of the architectural design. Central to the notion of assessment as part of the learning or pedagogic process, is the vital role that feedback plays in the continuous assessment as a driver of learning. Within the complex learning process of architectural design, which is a cyclic or iterative process itself, assessment cannot merely happen summatively at the end of a module. Formative assessments, defined by clear learning outcomes aligned with assessment criteria, are vital to the learning of architecture.

Criterion-referenced assessment is primarily utilised as it provides the most comprehensive approach for constructive alignment to learning outcomes. Norm-referenced assessment and threshold assessment criteria, on the other hand, are essential for the moderation of marks of a cohort or benchmarking (minimum standards) for professional accreditation and quality improvement purposes.

Summative assessment is usually scheduled at the end of the module learning period in the form of a combined portfolio of assessments that would have previously been formatively assessed - this is clearly explained in the respective course or module outline documents.

Given the intensely project-based pedagogic approach to architectural learning, assessments will predominantly be in the form of project work, assignments, research essays and the like. Formal examinations or tests will naturally form a minor component of assessments.

Work-integrated learning (WIL) is a major credit module and the assessment of WIL would be continuously assessed as follows:

• WIL report 30%.
• Seminar of WIL 10%.
• Comprehensive WIL Portfolio 60%.

All summative assessments, such as final portfolios, shall be externally moderated. External moderators comprise a mix of academics from other learning sites and industry experts.