3 years full time / 6 years part time
3 years full time / 6 years part time
Year 12 or equivalent with ATAR of 65.
Australian Year 12 equivalency. Academic IELTS 6.5 with no individual band below 6.0.
With the number of green building projects continuing to double globally every three years, there’s never been a better time to learn sustainable principles and techniques in architectural practice. Melbourne Polytechnic’s Bachelor of the Built Environment is a contemporary degree, developed in rigorous consultation with industry and accredited in late 2013 to reflect current industry concerns and developments. You’ll gain practical skills and knowledge in the fields of design, architecture and urban design. Our industry-based teachers will share the latest theory and techniques, with an emphasis on sustainability in development. Your resulting substantial and current knowledge base and transferable skills will apply to a range of roles.
The Bachelor of The Built Environment course was developed around input from a range of stakeholders including architectural and construction firms. The content is aligned to the recommendations of the Australian Institute of Architects Standards for Undergraduate Programs in Architecture, ensuring that students have the essential current theoretical and practical skills required by architects at the undergraduate level. Melbourne Polytechnic is the only architectural school in the northern Melbourne suburbs and students have the opportunity to work on projects with local northern stakeholders, such as the City of Whittlesea and Cloverton Estate. If you’ve previously completed the Advanced Diploma of Building Design (Architectural), you can move in this qualification with up to 9 subject credits, cutting up to three semesters from the length of your study.
You’ll graduate with qualifications and real-world experience that may lead to employment in architectural design or building design firms. Your advanced technical skills and substantial knowledge base with a focus on sustainable principles and design sympathetic to surrounding environments could be in high demand, as green building projects increase and architecture and building design continue to be forward-thinking industries with an eye to the future.
Higher Education Admissions Criteria
You may meet the admissions criteria for higher education at Melbourne Polytechnic if your highest level of study since leaving secondary education is a higher education course, such as a university degree.Find out more
You may meet the admissions criteria for higher education at Melbourne Polytechnic if your highest level of study since leaving secondary education is a vocational education and training (VET) course.Find out more
You may meet the admissions criteria for higher education at Melbourne Polytechnic if you are a recent secondary education student whose admission is primarily based on the completion of Year 12 within the past two years.Find out more
You may meet the admissions criteria for higher education at Melbourne Polytechnic if you have work and life experience and left secondary education more than two years ago and have not undertaken vocational education training (VET) or higher education study since then.Find out more
"It means 'future' to me. All I was doing before this was working in small jobs, or jobs that aren't going to get me far in life, so studying is a huge deal to me. It got me where I am now.... Studying gave me a path to go somewhere in my life."
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Assessment methods will include a blend of design presentations (‘pin-ups’ and oral presentations), model making, portfolios, essays, reports, reflective journals, case studies and analyses, projects, tests and exams. Class participation is a critical part of architectural education.
Credit points are a basic measure of student workload. All subjects are given a credit point value. Most subjects at Melbourne Polytechnic are 12 credit points. A normal full-time annual workload is 96 credit points. The academic year is divided into two main semesters; full-time students usually enrol in 48 credit points each semester, part-time students usually enrol in 24 credit points each semester or less.
|BBE111||DESIGN PRINCIPLES||Core||This subjects teaches design theory relating to problem solving, form, space and professional practice and students will learn principles of site analysis and passive solar design. On completion of this unit, students will also be able to communicate design ideas utilising non-technical drawing techniques, be able to describe methods reflection and presentation, and will be able to acknowledge differences in design thinking.||1||1|
|BBE112||BUILDING TECHNOLOGY PRINCIPLES||Core||Successful completion of this unit gives students an understanding of structural principles and material properties underpinning the form and fabric of natural and built environments; the ability to identify the principles of shelter relating to building design and the performance and structural principles following mechanical testing. The subject defines basic characteristics and behaviours of materials, manufacturing processes and the environmental implications of their selection and use. Students will also be able to list different structural elements and components for use in various construction systems and explain detailing as an integral part of the provision of shelter and the design process.||1||1|
|BBE123||DIGITAL COMMUNICATION, DOCUMENTATION AND PRACTICE 1||Core||Learn to express design solutions using a variety of different digital media communication technologies; differentiate various stages of the architectural process for design, documentation and communications purposes. Students will also learn how to convey design intent to client, builder and other stakeholders.||1||1|
|BBE121||DESIGN (IN CONTEXT) STUDIO 1||Core||Be able to explain the design principles and theories relating to the house 'as a machine for living'. Demonstrate a basic level of competency in architectural design and presentation and examine and respond appropriately to a client briefing. Integration of sustainable elements and application of energy rating software to develop a design response. Examine elements of design relation to specialty areas of the house, and examine the house as form and space within the surrounding natural and built environment.||1||2|
|BBE122||BUILDING TECHNOLOGY 1||Core||Learn the structural principles and material properties underpinning the form and fabric of the built form (house). Identify site constraints, building sequencing and energy sustainability requirements of the built form and be able to apply appropriate footing, wall, floor and roof systems to the built form. Recognise different applications of materials and components to the building envelope. Students will also understand the active and passive services necessary for the efficient function of the built form.||1||2|
|BBE113||HISTORY OF ARCHITECTURE: MELBOURNE ARCHITECTURAL CONTEXT||Core||Students will be able to recognise major phases of Melbourne's changing architectural expression and ideals during the city's history since 1835, and the context in which these changes appeared. Analyse planning, structure and form of significant buildings, as recorded in architectural history, or studied in the field. Interpret architectural period, style and typological context for significant buildings, using examples from Australian, European, Oriental or American architectural periods. Acquire a vocabulary of traditional architectural terms that describe and define various building systems and elements in architectural history, and in current practice.||1||2|
|BBE211||DESIGN (IN CONTEXT) STUDIO II||Core||This subject teaches the design principles and theories of community living and allows students progression to an intermediate level of competency in architectural design and presentation. Students will learn to interpret and respond appropriately to a client briefing, and to apply appropriate sustainable principles (active and passive) to the design response in the context of community living. Students will also be able to demonstrate design elements appropriate to the relationship between indoor and outdoor spaces.||2||1|
|BBE212||BUILDING TECHNOLOGY II||Core||Learn to apply structural principles and select materials appropriate for use in the built form in context of community living. Explore appropriate responses to site constraints, building sequences and sustainability requirements. Students will learn how to employ appropriate footing, floor, wall and roof systems for the built form in the context of community living. You will also learn to demonstrate knowledge of the regulatory framework as applicable to the built form (village).||2||1|
|BBE213||DIGITAL COMMUNICATION, DOCUMENTATION AND PRACTICE II||Core||Understand advanced design solutions using various digital media and communication technologies. Differentiate the many stages of complex architectural processes for advanced design, documentation and communications purposes. Be able to demonstrate design intent of complex architectural solutions to the client, builder and other stakeholders.||2||1|
|BBE221||DESIGN (IN CONTEXT) STUDIO III||Core||Following on from Design (in context) Studio II, this subject enables students to examine design principles and theories of urban living and working, display an intermediate level of competency in architectural design and presentation, and interpret and respond appropriately to client briefings. Students will learn to select appropriate sustainable principles (active and passive) to design response in the context of urban living, and understand implementation of vertical transportation systems, waste disposal processes and integration of internal and external spaces with design of mixed use developments. Analyse planning constraints considering neighbourhood contexts.||2||2|
|BBE222||BUILDING TECHNOLOGY III||Core||In the context of mixed use developments, students will learn to apply structural principles and select materials appropriate for use in the built form and fabric. Students will be able to outline appropriate response to site constraints, building sequences, sustainability requirements (including services and vertical transportations systems), and select appropriate footing, basement, floor, wall and roof systems for the built form. Learn how to choose appropriate constructions systems in the built form and to distinguish appropriate passive and active services necessary for the efficient function of the built form. Within the context of mixed use developments, students will also be able to demonstrate knowledge of regulatory frameworks.||2||2|
|BBE223||THE CITY AND COMMUNITY PLANNING||Core||Analyse the social and historical evolution of the city using visual and narrative methods. Contrast theories of urban studies, history and practice of urban design and understand their impact on urban planning. Analyse issues in urban context and demographics, describing the impact on neighbourhood character. Students will learn to examine the relationship between architecture and urban planning in terms of regulatory processes.||2||2|
|BBE311||DESIGN (IN CONTEXT) STUDIO IV||Core||Following on from Design (in context) Studio III, students will analyse the design principles and theories of public buildings and be able to display a progression to advanced level of competency in architectural design and presentation. Students should be able to select appropriate sustainable principles (active and passive) to the design response, and analyse and plan the landscape as a means of integrating various components, internal and external to the design, all within the context of public buildings.||3||1|
|BBE313||ARCHITECTURAL OFFICE PRACTICE||Core||Examine workplace context by identifying the role's function within organisational structure as well as that organisation's position within the industry. Develop knowledge of the key issues in transition to the workplace, including workplace culture, professional etiquette and communications. Critically evaluate technical and generic skills relating to those required by the employer and architecture profession. Identify areas of personal and professional skills development and develop strategies to address the skills gaps. Students will gather evidence of their own experiences and skills for inclusion in a career portfolio and will identify the benefits of developing networks and professional contacts within the architectural and construction industry.||3||1|
|BBE321||DESIGN (IN CONTEXT) STUDIO V||Core||Following on from Design (in context) Studio IV and relevant to the built form for shopping complexes, students will learn to explain the impact of retail theories on the design principles, displaying an advanced level of competency in architectural design and presentation. Students will also be able to select appropriate sustainable principles (passive and active) for design response, and be able to plan landscaping and other devices to integrate positive and negative spaces.||3||2|
|BBE322||DOCUMENTATION AND OFFICE PRACTICE MANAGEMENT||Core||Examine and develop appropriate architectural office structures in size and management, and evaluate contracts and integrate legal requirements for contract documentation and administration. Students will relate pre-tender cost plans to tender documents, tender projects and be able to analyse tenders. This subject also teaches how to execute, manage and administer contracts and analyse alternative project delivery methods.||3||2|
|BBE323||HISTORY OF MODERN ARCHITECTURE||Core||Analyse planning, structure and form of significant buildings as recorded in literature or studied in the field.||3||2|
Studying at Melbourne Polytechnic
We're here to make sure that your transition to student life at Melbourne Polytechnic is fun and as easy as possibleServices & support
Our Student Life at Melbourne Polytechnic (SLAM) team run the fun stuff on campus: things like movie nights, bake sales, cook-offs, career expos, spring markets, and much more.Student Life at Melbourne Polytechnic
Melbourne Polytechnic has a large range of specialist training facilities in health and community, construction, hospitality, education and more.Specialist Training Facilities
One of the most common misconceptions about scholarships is that you have to be 'top in your class' to apply. Melbourne Polytechnic scholarships are awarded on a range of criteria such as merit, your area of study and personal circumstances.Scholarships
When you are studying higher education courses you may qualify for FEE-HELP payments for part or all of your tuition fees. FEE-HELP loans do not cover materials costs.
Fees displayed are effective for new applications received on or after 1 November 2019. Tuition fees do not include textbooks, course materials or overseas student health insurance and visa fees.
After initial deposit, international students are able to pay tuition fees in installments, four times per year.
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Applicants with recent secondary education (within the past two years)
Applicants with vocational education and training (VET) study
Applicants with higher education
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Melbourne Polytechnic is committed to providing transparency to the admissions process. In line with this commitment, we provide you with information that will help in making informed choices about your future studies.
Find out more about Melbourne Polytechnic’s commitment to admissions transparency.
Applicants for this course will need to have met the academic requirements. Meeting the minimum admission criteria does not guarantee entry into this course. Past academic performance may be considered.
You may also be required to attend an interview to discuss your career plans, aptitude and understanding of your chosen course of study and the requirements of tertiary study. (This may be conducted face-to-face or by through a video conference call using Skype or other application).
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