Inherent requirements – Bachelor of Architectural Design

This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:

• Child protection and safety legislation (including the ability to pass a Working with Children Check)
• Criminal history/police checks
• Occupational health and safety
• Anti-discrimination legislation

Rationale

Knowledge, understanding and compliance with legislative, regulatory, and professional standards are essential to ensure students engage safely, ethically, and responsibly in all learning activities, site visits, and placements. 

Examples

• Demonstrate foundational understanding of the National Construction Code, Victorian Building Regulations, and planning frameworks relevant to architectural design;
• Apply workplace health and safety principles by recognising hazards and adopting safe practices during studio work, model-making, and site visits;
• Identify and interpret key aspects of building legislation, design compliance, and approval processes that inform ethical and responsible architectural practice.

This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with. 

Examples include:

• complying with academic and non-academic conduct codes and policies, including academic integrity policies
• understanding and complying with professional standards, codes of practice and guidelines.

Rationale

Students are expected to uphold ethical, academic, and professional standards by engaging responsibly, respectfully, and collaboratively throughout their studies. 

Examples

• Apply fairness, inclusivity, and confidentiality when handling project data and collaborating with peers, staff, and industry partners;
• Explore ethical issues in architectural design, such as intellectual property, client confidentiality, sustainability, cultural sensitivity, and adherence to professional and regulatory standards;
• Uphold equity and inclusion in teamwork, and engage ethically with industry standards and accreditation expectations.

Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. 

Examples include the ability to:

• understand and comply with all relevant workplace health and safety policies and practices
• identify and respond to alarm systems
• understand and demonstrate compliance with current scope of practice
• manage one's own health in a manner that promotes the ability to fulfil the requirements of study, placements and the role/s for which the study typically equips the graduate.

Rationale

Understand and apply safe work practices in all architectural design related learning activities. 

Examples

• Follow all university and site safety protocols during classes, labs, and site visits;
• Complete required inductions (e.g., WorkSafe, site briefings) before participating in practical activities;
• Use PPE correctly and maintain a safe workspace;
• Recognise and respond to safety signs, alarms, and procedures during learning or simulated site tasks;
• Apply basic risk assessment in class projects and seek supervision when unsure or working in higher-risk situations to ensure everyone’s safety.

This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. 

Examples include:

• Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
• Ability to reflect and take personal responsibility
• Ability to apply knowledge in practical and theoretical assessment settings.

Knowledge & cognitive

Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning.

Rationale

Understanding and applying course concepts requires cognitive skills such as focus, memory, critical thinking, attention to detail, and analytical reasoning to interpret information and make sound academic and project decisions. 

Examples

• Apply architectural design knowledge to analyse case studies, conceptual briefs, and project documentation;
• Interpret drawings, design codes, and material specifications to inform creative and compliant design decisions. Use evidence-based and contextual reasoning to justify design choices;
• Demonstrate critical thinking and attention to detail when developing or reviewing design proposals, and integrate feedback constructively to refine design outcomes.

Metacognition

Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning.

Rationale

Developing self-awareness and reflective thinking helps students evaluate their learning, decision-making, and professional growth. 

Examples

• Reflect on completed design projects to identify creative strengths, areas for improvement, and opportunities to enhance design thinking;
• Evaluate personal decisions in areas such as design communication, time management, and collaboration, and refine strategies to improve future project outcomes;
• Consider ethical, cultural, and environmental factors when developing and presenting design ideas in diverse teams;
• Learn from feedback and challenges through self-evaluation and critique, taking responsibility for ongoing growth and professional development as a designer.

This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). 

Please note: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF).  

Examples include:

• capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments.
• producing clear, accurate documentation relating to practical tasks.

Rationale

Strong English reading and writing skills are essential for success in architectural design studies. 

Examples

• Interpret and apply information from architectural literature, design codes, and standards in drawings, reports, and case studies;
• Produce clear, well-structured written work such as design statements or project reports using correct academic and professional conventions;
• Author professional correspondence and use architectural terminology and design language accurately, appropriately, and ethically.

This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. 

Please note: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF). 

Examples include:

• competent reasoning and reliable accuracy with numerical concepts
• ability to perform basic mathematical tasks.

Rationale

Numeracy skills are essential for engaging with quantitative and spatial information in architectural design studies. Students need to develop accuracy and confidence in applying mathematical and geometric principles to support creative, technical, and sustainable design solutions. 

Examples

• Calculate scales, dimensions, and material quantities for design models and technical drawings;
• Apply mathematical and spatial reasoning to analyse proportion, structure, and environmental performance in design projects;
• Interpret numerical data from drawings, schedules, and specifications, using digital tools and spreadsheets to inform design decisions and documentation.

This includes verbal, non-verbal and written communication. 

Examples include:

• Verbal communication in English to a standard that allows fluid, clear and comprehensible two-way discussions.
• Ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication.
• Ability to produce English text to the expected standard (Please note: This is a skill that may be developed throughout a course and should be identified as such in any inherent requirements statement).

Communication - Verbal

Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions, tailored to the local English-speaking audiences.

Rationale

Effective verbal communication enables students to contribute to design critiques, collaborate on team projects, and articulate design concepts in academic and studio settings. 

Examples

• Communicate clearly and professionally during design presentations, critiques, and team discussions.
• Present design ideas and project concepts confidently to academic or professional audiences, and respond thoughtfully to feedback, questions, and collaborative dialogue.

Communication - Non-verbal

Non-verbal communication skills that enable respectful communication with others.

Rationale

Non-verbal communication helps students engage respectfully in team work, presentations, and professional learning. Interpreting and responding to cues such as tone, gestures, and posture supports teamwork and collaboration. 

Examples

• Recognise and respond to non-verbal cues during presentations, workshops, and teamwork;
• Demonstrate respectful body language and adjust tone or gestures to suit different contexts and audiences;
• Use non-verbal strategies to support teamwork, manage tension, and show active listening through eye contact and positive gestures;
• Present with confident posture and tone to convey professionalism.

Communication - Written

Ability to produce English text to a standard that provides clear and professional-level communication, with language usage and style tailored to the targeted recipients.

Rationale

Effective written communication in English is vital for producing clear, structured, and precise writing that meets academic and professional standards.

Examples

• Communicate design rationale, concepts, and processes clearly in reports, portfolios, and presentations;
• Use accurate, visually descriptive, and context-appropriate language to support creative and technical communication;
• Prepare well-structured written work for design briefs, project documentation, and reflective journals, tailored to clients, facilitators, and collaborators.

This includes visual, auditory and tactile capacity. 

Please note: Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. 

Examples include the ability to:

• interact with visual inputs sufficiently to manage learning environments
• interact with auditory inputs sufficiently to manage learning environments
• respond to tactile input and provide appropriate tactile interaction.

Sensory ability - Visual

Ability to interact with visual inputs sufficiently to manage learning environments.

Rationale

Visual literacy is essential for accurately interpreting plans, design details, and spatial layouts to support effective learning.

Examples

• Interpret and produce architectural drawings, 3D models, and design visualisations using digital or manual techniques;
• Identify and resolve design and spatial challenges;
• Observe and evaluate design precedents, built environments, and spatial compositions to inform creative and technical decision-making.

Sensory ability - Auditory

Ability to interact with auditory inputs sufficiently to manage learning environments.

Rationale

Listening is critical for skill development supporting teamwork, awareness and professional communication in both simulated and real environments. 

Examples

• Follow verbal instructions and feedback during design critiques, workshops, and tutorials;
• Respond thoughtfully to discussions with facilitators, peers, and clients, demonstrating engagement and openness to critique;
• Identify and interpret key information shared in design presentations, guest lectures, or collaborative studio sessions.

Sensory ability - Tactile

Ability to respond to tactile input and provide tactile interaction.

Rationale

Tactile awareness is essential for creating physical models, prototypes, and material studies where precision, care, and craftsmanship are integral to the design process. 

Example

• Safely handle tools, materials, and equipment during model-making and fabrication tasks;
• Manipulate materials and textures to explore form, scale, and spatial relationships in design projects;
• Demonstrate precision and care when constructing design prototypes or physical presentations.

This includes both gross and fine motor ability. 

Please note: Care must be taken to not prescribe any motor ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. 

Examples include:

• strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
• manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course.

Motor ability - Gross 

Strength, range of motion, coordination and mobility.

Rationale

Architectural design students need sufficient physical ability and coordination to manage tools, materials, and design installations safely during practical activities. 

Examples

• Move safely within studios, workshops, and exhibition spaces while handling materials and equipment;
• Participate in physical model-making and installation activities following appropriate safety procedures;
• Maintain ergonomic and safe movement when engaging in prolonged or physically active design work.

Motor ability - Fine

Manual dexterity and fine motor skills.

Rationale

Fine motor skills are essential for manipulating design tools, materials, and software to produce accurate, creative, and detailed outputs. 

Examples

• Use fine hand and tool control in sketching, drafting, and model construction;
• Operate CAD, 3D modelling, and rendering software requiring precision and attention to visual detail;
• Handle materials, cutting tools, and components safely while maintaining craftsmanship and accuracy in design projects.

This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors. 

Examples include the ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement.

Rationale

Architectural design students must sustain engagement, accuracy, and reflective practice during long design processes, critiques, and presentations. 

Examples

• Maintain focus and composure during extended studio sessions, critiques, and design reviews;
• Manage multiple design tasks and deadlines while sustaining creativity, accuracy, and collaboration;
• Stay engaged and productive through iterative design phases and complex project briefs;
• Respond professionally to feedback and design challenges in studio and assessment environments.

This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. 

Please note: Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. 

Examples include:

• ability to adjust ways of working to work within teams of varied personal and professional backgrounds
• being receptive and responding appropriately to constructive feedback
• maintaining respectful communication practices in times of increased stressors or workloads
• adjusting to changing circumstances in a way that allows self-care.

Rationale

Behavioural adaptability is required for students to maintain composure, teamwork, and emotional resilience in dynamic learning environments and to recognise when to pause or seek support to sustain wellbeing and performance. 

Examples

• Adjust approaches to collaborate effectively in diverse teams and manage emotions constructively during project challenges or feedback
• Communicate calmly and respectfully under pressure, adapting to changing conditions while maintaining professionalism and wellbeing
• Recognise when to seek support or rest to sustain focus, balance, and ongoing engagement in study activities.