Architects in Residence

Handbook for preparing a built environment project in

the classroom

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Purpose of handbook
This handbook supports architects and teachers who are intending to work in partnership
to deliver an Architects in Residence project. It should be used to guide both an initial Get
to know meeting, a subsequent detailed project planning meeting, and project
implementation. Its main aims are to ensure that architect and teacher have:

had the opportunity for an initial get to know you meeting;

been advised about basic issues such as health and safety procedures, police
checks and insurance;

agreed the objectives of the project and agreed the timescales for delivery;

drafted a project plan with agreed aims, objectives and the role of all parties;

agreed an approach to evaluation;

made arrangements for the next steps.

Project: Tower Bridge Primary School 2010 (Photo Andy Hamer)

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1. About Architects in Residence

Architects in Residence is a programme where architects and teachers work
together to develop class-based built-environment projects. All projects use local
architecture as a starting point. The programme aims to give architects an
opportunity to share their passion for architecture and inspire young people.
Learning through architecture is an exciting way of encouraging students natural
curiosity, stimulating their creativity and inspiring them about career
possibilities. It can prompt them to think differently about curriculum subjects and their
practical applications. It provides a perfect vehicle for cross-curricular learning in
maths, history, geography and the arts, and can be applied to:

Art / design (e.g. working from memory, observation, imagination)

Citizenship (e.g. the planning process)
Design / technology (e.g. structures)
English (e.g. speaking, writing, listening, presentation)
Mathematics (e.g. number, measurement, trigonometry, scale)
Geography (e.g. surveying, mapping)
History (e.g. conservation)
Science (e.g. materials, stresses

School-based architectural projects also allow students to develop skills in:

Communication
Working with others
Creative thinking
Problem solving
Applying their knowledge

In addition, architects, who deal with creative challenges and find solutions to practical
problems, can offer students inspiring role models. Many students will not know what
an architect does or how to become one, and may have misconceptions about
the type of people who can be architects. By working together the partner school
and architect can help young people gain knowledge and skills needed for future
employment. They can also encourage students to learn more about their local
area and embed pride of place.
It is important to understand at the outset that there isnt one set project in
Architects in Residence each one will be different, responding to the aims as
set by the school and the curriculum subjects and levels being learned.
Architects in Residence provides a framework for the architect and teacher to
work together to develop the specific project.
What can each of the partners contribute?
Architects bring: Expertise of architecture and design; an understanding of how a
curriculum topic is used in real life; explanations of how ideas are developed and
presented; answers to questions about architectural and design careers.

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Teachers bring: Experience of learning and teaching; understanding of specific curriculum

topics and teaching methods; knowledge of students abilities; organisation of learning
activities.

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2. Continuing Professional Development for Architects and Teachers

A successfully completed practitioner-partnership between an architect and teacher is
acknowledged as valid CPD by the Royal Institute of British Architects (RIBA) and the
Teaching Development Agency (TDA).
Architects and teachers can count this activity towards the total hours of yearly CPD that
they are required to complete.
Both teacher and architect will enhance their communication and collaboration skills.
Working with someone from another profession challenges assumptions and prejudices,
offers fresh perspectives and obliges us to look again at our practice. It helps us articulate
the work we do and why we do it.
For architects, relevant partnership activity can be considered valid CPD because working
with young people offers you skills in:

Community engagement
Collaboration
Engaging with young people
Leadership
Empowerment
Cohesion
Partnership building
Effective listening
Briefing
Negotiation

These are all skills you can put into practice in the workplace. They are particularly
valuable for local or community projects, and are key soft skills to be able to demonstrate
for school design projects and the governments more localist agenda for planning and
decision making. You can also extend your skills in school design by developing an
understanding of school organisation, educational language, curricular objectives,
teachers roles and responsibilities and the needs of students.
If you have any questions about this, please contact the CPD team at the RIBA.
Similarly, for teachers, collaboration with other professions is a valuable CPD skill. Working
with an architect will extend your knowledge of architecture, the built environment, project
management and the commercial environment, and develop confidence and competence
to incorporate studies of architecture and the built environment into the school curriculum.

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3. Project Breakdown
The following chart outlines the project stages. The architect and teacher should agree the
dates for each stage, including the specific delivery sessions with the students.
Stage

Activities

Proposed no. visits /

length of sessions

(a) Getting to Know

meeting see
Section 4, p. 6-7
below.

Introduction - Architect
and teacher to agree
project basics and aim

Typically one
1-hour meeting

(b) Planning Meeting

Architect and teacher to

agree on a project plan
and timetable (see
project plan)

Typically one 2-3 hour

meeting

Session plans
developed
Project materials
organised
Any site visits arranged
Architect makes short
presentation to
students
Student brief issued
Architect to lead the
project delivery with
support from teacher
Students work through
brief
Architect visits to crit
work

e-mails and phone

calls to organise

Stage 3: Exhibition

Exhibition
Work assessed by
judges
Final ceremony at
which certificates etc
awarded

Typically one
1.5-2 hour critique
and celebration
session

Stage 4: Evaluation

To help RIBA to
improve the
programme please
submit your feedback
to us

Immediately at the
end of the project

Stage 1: Preparation

see Section 5,
p. 8-11 below

(c) Project
Development

Stage 2: Delivery

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Varies to suit school

timetable and
architect availability.
Might range from a
number of sessions of
between 1-2 hours, to
two full-day
workshops.

Dates
(agreed
jointly)

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4. Get to Know Meeting: Stage 1a)

The first step is an initial get to know meeting where the architect and teacher should
informally discuss their backgrounds and interests in the project, its general aims and
practical details:

Suggested agenda
Introduction

Architect and teacher share aspects of their work with each other.
Each may bring background material. Tours of school or practice
could be arranged.

Motivation
Previous
Experience

Both clarify motivations for working together and what they hope
to achieve.
Each says whether they have previous relevant experience of
such projects

School

Teacher gives background information on school

Students

Teacher identifies student group, ages, numbers, abilities,

learning context.

Curriculum

Discuss how project fits into curriculum area and existing

programme of study. Are the students studying for a specific
qualification?

Aims

Agree outline aims and outcomes to be achieved. The starting

point should be topics on the student curriculum and how a
project can help that learning.
Explore possible projects that might be appropriate.

Blue sky thinking

Time

Session structure
Visits
Responsibilities
Procedures
Budget

Both clarify time for planning and preparation, as well as working

with students. The architect has agreed to volunteer
between 15 and 20 hours to the project. The time they
commit should include project planning, delivery, celebration and
evaluation.
Agree the preferred approach for delivery. This may be two full
days or a number of shorter sessions. Both school and architect
must be able to commit to the sessions agreed.
Discuss opportunity for visits to practice office and/or sites
Identify specific roles and responsibilities and be clear about
when these will be completed
Health and Safety, Police checks (CRB), insurance see below.

Fears

Agree in principle how material, travel or other costs will be met

see below.
Identify possible problems and how to deal with them.

Questions

Discuss anything that architect or teacher is unclear about.

Contact

Exchange contact details. Agree the best way to get hold of each
other during the project.

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Next steps

Agree schedule, and preparation for planning meeting

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A number of specific issues should also be discussed at this stage:

Health and safety
The school should provide the architect with a Health and Safety Policy which should
cover procedures relating to visitors to the school. If students are to accompany the
architect to a site visit outside of the school then a risk assessment should be undertaken
by the teacher in consultation with the architect prior to the visit.
Police checks
If the architect is likely to be working regularly with children, a Criminal Records Bureau
(CRB) disclosure is likely to be required. (A disclosure certificate provides details of an
individuals criminal record.) This is generally needed by anyone working with children and
young people, or with vulnerable adults. CRB checks are free of charge for people
volunteering their time.
The processing of CRB disclosure should be clarified at this point before any partnership is
formed. Note that the disclosure request has to be submitted by an organisation, not by the
individual concerned. The RIBA is not responsible for and does not CRB check architects
supporting the programme.
CRB disclosure can be requested through the following web-site:
http://www.direct.gov.uk/en/Employment/Startinganewjob/DG_195811
Insurance
Schools should carry appropriate insurance against accidents or breakages, and for taking
students off school premises if applicable.
Financial arrangements
The architect has agreed to support this project on a voluntary basis. There is no financial
cost to the school for the architect participating in this project. However, architect and
teacher should work out together any costs for the project, including materials, travel costs,
etc., and agree how they will be funded.

Project: St James School, Bolton 2011 (Photo: Neil Smith)

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5. Detailed Project Planning Meeting: Stage 1 b)

The second step is a detailed project planning meeting where architect and teacher should
agree detailed project aims, desired outcomes and student output, and set these down in a
mutually agreed partner agreement and project plan.
The following document is the template for this partner agreement and plan. It will help
ensure everyone is clear what the project will look like, who is responsible for delivery of
various elements and how we will know if it has had the desired impact. It should be
completed as far as possible at the detailed project planning meeting. Additional advice on
completing it is contained in Appendix A below.

Project Plan
Architects name
The key contact in the practice responsible
for the project

Teachers name
The key contact in the school responsible for
the project.

Name of architectural practice

Name of school

Contact details

Contact details

Telephone:
Email:

Telephone:
Email:

Preferred contact method:

Preferred contact method:

RIBA Project co-ordinator (if applicable)

Additional school contact if applicable

Name:
Name:
Telephone:
Email:

Telephone:
Email:

Preferred contact method:

Preferred contact method:
Students involved in the project
Number, age range, type of group

Programme aim(s)
What is the project aiming to do? List the key aim(s) For example: To increase student
understanding of how scale and ratio are used when designing buildings; increase
knowledge of the processes of investigation, experimentation, critique and designing.

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Curriculum focus for project: Topics to be taught

e.g. scale, volume, angles etc.

Student task
Short summary of the project.

Student output
What will the students have created by the end of the project? e.g. models for a structure,
digital photography, written presentation

Evaluation
How will you know if the project has had the desired impact? How will this be assessed?
N.B. See Appendix B for project evaluation forms.

Exhibition/ Celebration
How will student achievements be critiqued and celebrated? Can student work be
showcased? e.g. exhibition at the school or in a local hall, short film displayed. Can an
architectural practice partner or someone else act as external assessor and award
certificates if appropriate?

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Number of sessions and session outline See Appendix C

Outline the number of sessions, the dates of the sessions and what the activities will be in
each session. Also identify any additional actions such as production of a risk assessment if
applicable.

Resources required
Identify any particular materials that will be required, or other resources.

Visits
State if any office or site or other off-school visits are to be arranged and when.

Budget
List any costs involved in the project e.g. materials, travel, photocopying, print cartridges,
printing, display boards, photography, plans, publications. Agree what can be funded from
school budget, provided by practice, or obtained free or through other funding.

Documenting the project

Agree if and how the project might be documented photographs, records etc..

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Responsibilities
a) Architect

b) Teacher

c) RIBA Project co-ordinator (if applicable)

Barriers to delivery
Identify any barriers to the potential success of the project and appropriate approaches to
dealing with these.

Commitment to delivery
By signing the agreement below both parties are agreeing to commit to this project. If either
party is unable to make an agreed session they must give the project partner at least 48
hours notice via their stated preferred method of communication
Architect name

Date:

Signed
Lead teacher name

Date:

Signed
Head teacher name

Date:

Signed
RIBA Project co-ordinator (if applicable)
Signed

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Date:

Appendix A
Project Plan: This appendix supports specific boxes in the Project Plan
1.

Project Aims - identify broad educational goals for students

Examples:
Understand relationships between people and place.
Understand relationships between form and function.
Appreciate design quality.
Understand aspects of contemporary design.
Understand the process of change.
Engage discussions about school refurbishment programme.
Consider progressing towards a career in architecture or urban design.

2.

Student Task(s) - what task(s) the students will undertake to achieve the
desired learning outcomes.

For ideas for student tasks you may want to visit www.architecture.com for previous
examples and case-studies.

3.

Student Output - what the students will have created by the end of the project.

Examples:
Digital photography
Scale drawings
Proposals for an area
Diary or logbook
Models for a structure
A piece of public art
Computer 3D modelling
Film
Graphic presentation
Written presentation
Verbal presentation

4.

Evaluation

The criteria for evaluation should reflect the educational objectives. The outcomes are what
students have learned, what they understand and what they can now do. The work produced,
the designs, the role students played in discussions, their contributions to group work and their
ability to present and explain their ideas are evidence of what they have learned.
It is also enormously helpful if students, teachers and architects provide evaluation back to the
RIBA about the Architects in Residence programme, so that results of all projects can be
brought together for reporting purposes and evidence to potential funders. Ideas and sample
forms for this purpose are attached as Appendix B. Any forms used should be completed at
the end of the last session. As written, the forms relate to the Maths through Architecture

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project, but are readily adaptable to any curriculum area covered by Architects in Residence.

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5.

Exhibition/ Celebration

At the end of an Architects in Residence project, it can be valuable to recognise and celebrate
student achievements. Issues that should be considered include:

Venue school, architect office, local library, RIBA regional offices?

Dates and exhibition duration
Budget
Transport costs
How will the work be presented? e.g. models, A1 boards, video
Event invitees other classes and teachers, parents, architect, local MP and Councillors,
representative from RIBA regional offices, local newspapers
Refreshments

An exhibition could also be held online via the school website (see 8. Documentation,
below), with links to the architects website.
Schools often have a good relationship with local media, and can gain coverage in the
local paper which not only helps to celebrate the project but also gives the architecture
practice welcome exposure.

6.

Number of sessions and session outline agree dates and timescale. See
also Appendix C.

Consider how the project will fit the school timetable and the architects work commitments:

One day.
Each day for a week.
One weekly lesson for half a term.
One weekly lesson for a term.
Field course.

Need to agree dates, times, architects time commitment, including time for

7.

Planning
Session preparation
Documentation
Site visits
Celebration
Evaluation

Resources required

Examples of materials and equipment:

paper different kinds, sizes, rolls, colours, graph paper, tracing paper
card, acetate
pens, markers, pencils, oil pastels, charcoal
rulers, scale rules, set-squares, protractors
masking tape, adhesive tape, glue
scissors, craft knives

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digital cameras, projector

computers, printers, photocopier

Examples of other useful resource materials:

8.

maps, plans, architects drawings (done for different purposes)

books on architecture and design
professional journals, design magazines
images
films
websites

Documentation

Students will find it helpful to keep track of work in progress to show evidence of their
learning journey. Sketches, diagrams, notes, constructions and models will show different
stages of the design process. Digital photography can be used to record the design
activities in progress.
The teacher and architect may also find digital photography helpful to record learning and
teaching activities. Images of both students engaged in study activities and of their work
will be a useful prompt for reflection and evaluation. Images can also provide valuable
feedback for students, and demonstrate to others how the project was developed.
The school might wish to record the project on its website or create a presentation or short
film which can be shown in school. Images, audio, video and captions could all be useful
here. Teachers should collaborate with their partner architects to ensure that copyright and
Intellectual Property rights are respected.

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Appendix B
Architects in Residence: Project Evaluation
To help the RIBA to improve the programme, we would love to hear more about your
project and your experience. This is also important as we aim to gain funding to develop
Architects in Residence in future. Your information will provide crucial support.
There are a number of ways you could help us:
1. Provide basic information and statistics;
2. Undertake more in-depth evaluation, using the forms we provide to gain feedback from
architects, teachers and students;
3. Send us creative documentation including images, video, students comments;
4. Produce a case study of your project which we can make available to others.
1: Basic information and statistics
Time commitment: It should take no more than fifteen minutes to compile this basic information.
It is extremely important for RIBA to receive this basic information, so that we can keep track
of how many projects are happening, what kind of work is being carried out and how many
young people are benefiting.
Please tell us:
Where did your project take place?
How many students took part, and how old were they?
Tell us about the school, teacher(s) and architect(s) who took part.
What curriculum area did you work in?
What did you do during your project? A brief outline could include a description, a
project plan, the number of sessions, what kinds of materials you used.
What were the outcomes of your project? Did the students create models or designs?
Was there an exhibition, an online gallery or a special visit?
Please forward this information to: AIRAdmin@RIBA.org
2: More in-depth evaluation
Time commitment: This uses the forms attached in Appendix B for completion by students,
teacher and architect. Again each should take 5-15 minutes to complete, but also you will
need time to gather all the information together and make sure that you have feedback
from a majority of the participants.
It is extremely helpful to gain more detailed information from your project not just for us
to present to potential funders, but for you to learn from when planning projects in the
future. We have created a number of forms which you can use to assess the educational
impact of your work. These are attached to this appendix. As written, they relate generally
to an Architects in Residence project, but could be adapted to a particular curriculum area
covered by Architects in Residence.
The aim is to identify what the students learned and what they understand, plus the
assessment of the project by the teacher and architect involved.

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3: Creative feedback
Time commitment: You need to do some advance planning, if, for example, you choose to
photograph each stage of the project. However, creative feedback is often very light-touch.
There are other ways of documenting and evaluating the impact of your work, and in
particular of gaining feedback from the young people involved, which you might want to
consider.
Evidence of this can come in several forms.
the work the students produce
the role students played in discussions
their contributions to group work
their ability to present and explain their ideas.
There is a range of ways to document and collect evidence.
Photographic evidence a photo diary or gallery.
Video evidence. For example, a teacher from Tower Bridge Primary made a video
of their project which appears on the RIBA website (see link).
Student or teacher diaries showing what happened in each session, using words,
drawings, samples of materials and diagrams.
Audio evidence such as recorded interviews with participants.
Visitors books from your exhibition.
Letters from participants or audience members.
Reaction and comment from your colleagues who have not taken part in the
project but may be able to give an informed response to the results.
Note: if you are sending us photographs or video, please make sure you have got the
permission of the photographer, and that any photos or video of children or vulnerable
adults has been cleared for your use.
The school may also have its own methods of evaluation and feedback which are used
regularly by the students. One school we have worked with always uses a framework of
three questions:
1. What went well?
2. What could have been better?
3. What would I like to do differently?
Further questions could include:

What did I learn?

What did I enjoy most, and why?

What did I enjoy least, and why?

If you have your own methods of evaluation, we would be very pleased to receive copies.
4: Case study
Time commitment: This is a good option if you are used to writing reports. The time taken
will vary depending on the ease and speed with which you are able to write.
An architect or school may already make it a practice to write up a report on any project
they carry out. If you wish to do this, your report or case study would be a most welcome

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addition to RIBAs information about Architects in Residence. We can present case studies
as downloadable documents on the RIBA website.
A case study need not be very long. An outline of what could be included follows.
1. Basic information (as in section 1 above).
2. Further statistical information, such as:
How many sessions were carried out
How many hours the architect needed to complete the project
Budget and materials information.
3. A description of the project, which could include diagrams or other illustrations. This
should begin with the aims of the project and show any links to the curriculum.
4. The outcomes of the project. These should include
Actual outputs (e.g. models, designs, etc.)
Lessons learned by the students, the teacher(s) and the architect(s)
Outcomes which are not directly related to architecture for instance, an
improvement in team-working, increased and better quality communication between
young people, etc.
The legacy of the project for example, an ongoing relationship between the school
and the architecture practice, resource developed by the architect that can be used in
future projects, etc.
5. A reflection on the impact of the project, which might include comments from
participants covering aspects such as inspiration, unexpected difficulties or joys, how
problems were dealt with, how the relationships between the teacher(s), architect(s)
and students developed, and whether the school and the architect is keen to do
another project in the future.
6. Any illustrations you wish to include, such as photos, copies of designs, etc. See
Creative Feedback above, for more ideas.

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Architects in Residence: Teacher Feedback

Name:
Position:
School (& Town):

Date of project:

Number of children taking part:

Age/Key Stage:

Number of sessions:

Thank you for your participation in Architects in Residence. To help us improve the programme we
would like to hear more about your experience.
1. What attracted you to take part in Architects in Residence?

2. What were the aims of your project (e.g., what areas of your subject did you hope to explore?)

3. Which of these were new to your pupils?

4. To what extent were the aims of your project fulfilled?

5. Please indicate your views on the following statements by ticking the relevant box:
low
The pupils enjoyed the project
The project was a good way for pupils to learn about
the curriculum subject
The project was a good way for pupils to learn about
architecture

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high

6. What impact did you think the project had for the students?
low

high

Improved their understanding of the subject

Increased their interest in the subject
Improved their understanding of architecture
Increased their confidence
Improve their communication skills
Improve their motivation
7. What impact did you think working with the architect had on your pupils?

8. What was the most effective thing about the project? Please tell us in your own words.

9. What was the least effective thing about the project? Please tell us in your own words.

10. Would you take part in Architects in Residence again? Yes / No / Maybe
11. Do you have any suggestions about how we could improve Architects in Residence projects?

12. Would you recommend Architects in Residence to others? Yes / No / Maybe

13. Please rate your experience of Architects in Residence. Please circle on a scale of 1- 5 below
Unsatisfactory
1

Extremely satisfactory
2

Please return this form to the RIBA regaional contact with whom you have worked on this project.
Thank you for answering these questions

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Architects in Residence: Architect Feedback

Name:
Position:
Architects Practice:
Date(s) of project:

Number of sessions:

Hours you worked on this project:

Thank you for your participation in Architects in Residence. To help us improve the programme we
would like to hear more about your experience.
1. How did you hear about Architects in Residence?

2. What attracted you to take part?

3. Please indicate your views on the following statements by ticking the relevant box:
low

high

high

The pupils enjoyed the project

The project was a good way for pupils to learn the
curriculum subject
The project was a good way for pupils to learn about
architecture
4. What impact did you think the project had for the students?
low

Improved their understanding of the curriculum subject

Increased their interest in the curriculum subject
Improved their understanding of architecture
Increased their confidence
Improve their communication skills
Improve their motivation

5. What did you learn from taking part? Is there anything that you will take back to your practice with you?

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6. What was the most effective thing about the project? Please tell us in your own words.

7. What was the least effective thing about the project? Please tell us in your own words.

8. Did you produce any special resources to support your project (e.g, worksheets, materials, plans)?
Please provide a description below.

If you would be willing to make these resources available to others, please tick here.
9. Would you take part in Architects in Residence again? Yes / No / Maybe
10. Do you have any suggestions about how we could improve future Architects in Residence projects?

11. Would you recommend Architects in Residence to others? Yes / No / Maybe

12. Please rate your experience of Architects In Residence
Please circle on a scale of 1- 10 below
Unsatisfactory
1

Extremely satisfactory
3

10

Please return this form to the RIBA regional contact with whom you have worked on this
project.
Thank you for answering these questions

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Architects in Residence: Student feedback

Name:
School:
Age:
Wed like to know what you thought about this project and how it helped you. Please help us by
taking a couple of minutes to complete the following questions.
Question 1: Please rate the following statements from 1-5 by ticking the relevant box.
1 (low)

5 (high)

The lesson was fun

The lesson was interesting
The lesson helped me learn
Question 2: What was the best thing about the project? Please tell us in your own words.

Question 3: What was the worst thing about the project? Please tell us in your own words.

Question 4: How did the lesson change your understanding of the lesson subjects you learned
about? Please tick the box next to the statement below which reflects how you feel.
I understand the subjects much better
I understand the subjects slightly better
My understanding of the subjects has not changed
Question 5: What particular lesson subjects did you learn about in the project?

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Question 6: What was it like to learn in this way? How was it different from your usual lessons?

Question 7: How did the lesson affect your understanding of architecture? Please tick the box
next to the statement below which most reflects how you feel.
I understand architecture much better
I understand architecture slightly better
My understanding of architecture has not changed
Question 8: What was it like to learn from an architect?

Question 9: Is there anything else that you would like to say?

Question 10: Please rate your enjoyment of the project. Circle on a scale of 1- 10 below:
Didnt Enjoy
1

Really Enjoyed
3

10

Now please give this form back to your teacher. Thank you!

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Session Schedule

Appendix C

Below is a possible way to plan the outline of each session of the project and what resources are needed to support the lesson.

Day Activities
e.g. Introduction to Architecture;
students to identify landmark building
on way from school to home

Lesson Aim

Student Outcome

Materials needed

Preparation

e.g. To introduce architecture

to students; understanding of
architectural drawings

e.g. Students have a better understanding

of architecture; students learn how to map
their journey

e.g. Photographs of
local buildings, card, drawing
paper etc.

e.g. Architect to prepare

presentation; teacher to take
photographs and print photos

1
2
3
4
5
6
7
8

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