Programming the programme: pacing the curriculum in architectural education

Constructive alignment in project based learning provides the opportunity to ‘entrap students in a web of consistency’ (Biggs, 1999). While the central design of a curriculum can incorporate the core elements of a syllabus for successful alignment, consideration of pace and timing of content delivery, assessment and learning opportunities can enhance student engagement and satisfaction. This paper draws upon a case study of the second year architecture curriculum at Northumbria University. The curriculum has been designed to provide an authentic and engaging learning experience for the student body, incorporating peer-learning, real-world assignments, and group working to produce a varied portfolio of student work. Principles of constructive alignment are also incorporated into the curriculum design to bring relevance and interest to the student’s learning. Pace of delivery and differentiated learning have also been considered in the aim of encouraging creativity. In this respect, curriculum design reflects a much broader view than the transmission of a syllabus; the satisfaction and well-being of students, as well as academics and other staff members provide key drivers in planning the curriculum to ensure engagement, variety and manageability, and to avoid burn-out, clashes and withdrawal. Keywords architecture; constructive alignment; curriculum; time-management;