Outline

Overview

The Induction Studio sets the foundation for an understanding of the various dimensions of architectural design. In response to a studio brief, students apply and develop skills in architectural processes: from research, brief, site and precedent analysis to conceptual and schematic design, from technical resolution through to the documentation related to planning applications and construction. The studio thus provides a basis for the development of design, communication, and technical skills across the key phases of architectural design, whilst remaining attentive to the regulatory frameworks, and deeper cultural and historical contexts in which architectural practice is situated. Students engage in lectures, tutorials and exercises and apply skills and extend competencies developed in undergraduate contexts. The Induction Studio also introduces students to the Master of Architecture degree and its structure, processes and protocols.

Unit details and rules

Academic unit	Architecture
Credit points	12
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Rizal Muslimin, rizal.muslimin@sydney.edu.au
Tutor(s)	Brett Lambie, brett.lambie@sydney.edu.au
Tutor(s)	Alex Nicholls, alex.nicholls@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Portfolio or journal	Final Portfolio and Model Online submission and models	30%	Formal exam period Due date: 17 Nov 2025 at 17:00	2 weeks preparation	AI allowed
Outcomes assessed:
Presentation	Precedent Studies and Early Design Proposition Pinup Presentation with model and Online Submission	20%	Week 04 Due date: 25 Aug 2025 at 12:00	3 weeks prep / 20 mins presentation +Q/A	AI allowed
Outcomes assessed:
Presentation	Final Design - Presentation Pinup Presentation and Online Submission	50%	Week 13 Due date: 03 Nov 2025 at 12:00	8 weeks prep / 20 mins presentation +Q/A	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Precedent Studies and Early Design Proposition (20%) - groupwork
Students will present their design research and early design exercises that respond to the issues, requirements, opportunities, and expectations outlined in a project brief and planning requirement, driven by critical thinking and findings from context analysis, precedent studies, architectural exercises, and functional evaluation, with coherent communication.

Final Design: Presentation (45%) and Portfolio with Models (25%) - individual
Students will present a coherent final design scheme composed of well-integrated components and elaborated details with a proper resolution. The final design should demonstrate an in-depth understanding of architectural functionality, spatiality, and technicality that intelligently responds to its context and the project brief.

See more information on the Canvas site

Attendance: Students should be present and engaged in their learning during classes. Late arrival/early departure will be deemed as an absence. Students are required to meet a minimum 90% tutorial attendance to pass this unit. Students with lower tutorial attendance but who have been granted special consideration may be offered the opportunity to do an alternative assessment to pass the attendance threshold.

Assessment criteria

Result code	Result name	Mark range	Description
HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
FA	Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.
AF	Absent fail	0 - 49	When you haven’t completed all assessment tasks or met the attendance requirements.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit Introduction	Lecture (1.5 hr)
Week 01	Studio outline, project brief, and site visit	Studio (5 hr)
Week 02	Project Siting and Connecting to Country	Lecture (1.5 hr)
Week 02	Context analysis and strategies	Studio (5 hr)
Week 03	Building Transformation and Adaptive Reuse	Lecture (1.5 hr)
Week 03	Function analysis and strategies	Studio (5 hr)
Week 04	Mid-rise Structure	Lecture (1.5 hr)
Week 04	Internal – External Spatial Integration Proposal	Presentation (5 hr)
Week 05	Space Programming	Lecture (1.5 hr)
Week 05	Spatial and Structural Integration Strategies	Studio (5 hr)
Week 06	Building Services, Fires, and Accessibility	Lecture (1.5 hr)
Week 06	Building code and compliance	Studio (5 hr)
Week 07	Building Facade	Lecture (1.5 hr)
Week 07	Sustainable design strategies	Studio (5 hr)
Week 08	Design Integration and Connecting to Country	Lecture (1.5 hr)
Week 08	Technical Proposition	Studio (5 hr)
Week 10	Project Cost	Lecture (1.5 hr)
Week 10	Pitch to Industry	Studio (5 hr)
Week 11	Project Communication	Lecture (1.5 hr)
Week 11	Design Development and Drafting	Studio (5 hr)
Week 12	Project Review	Lecture (1.5 hr)
Week 12	Design Development and Drafting	Studio (5 hr)
Week 13	Final Presentation	Presentation (6 hr)
Week 13	Portfolio Development	Studio (6 hr)

Attendance and class requirements

Please refer to the Resolutions of the University School: University of Sydney School of Architecture Design and Planning Faculty Resolutions 2022

Clause 8 (3) (a). Students are expected to attend a minimum of 90% of timetabled activities for each unit of study, unless granted exemption.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

Please refer to the references on Canvas module.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Be able to identify and evaluate principles of project planning and relevance of building codes, standards and planning controls informing an architectural project.
LO2. Be able to explain the purpose and process of generating a return brief and prepare coherent design options in response to a project brief
LO3. Be able to formulate a conceptual and preliminary architectural design as a coherent response to feasibility assessments, site, cultural, contextual, economic factors, and planning requirements.
LO4. Be able to formulate a detailed design solution informed by coherent formal, spatial, materials and construction systems selection.
LO5. Be able to prepare and present a detailed design solution through accurate documentation for discussion and approval from relevant stakeholders including clients, consultants, and suppliers.
LO6. Be able to demonstrate an understanding of the significance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services, engagement processes and how these inform architectural design.
LO7. Be able to produce sensible design solutions informed by a critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	National Standard of Competency for Architects (2021) - 1.1 (PC3). Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs. 1.2 (PC12). Understand how relevant building codes, standards and planning controls apply across architectural practice, including climate change implications, the principles of fire safety, and barriers to universal access.
	National Standard of Competency for Architects (2021) - 2.1 (PC23). Understand the purpose and process of generating a return brief for approval by the client and relevant stakeholders, including an awareness of the implications of non-compliance. 2.1 (PC24). Understand how to identify and evaluate project development options in response to a project brief – its objectives, budget, user intent and built purpose, risks and timeframe, including environmental sustainability considerations.
	National Standard of Competency for Architects (2021) - 2.1 (PC19). Understand the purpose of project feasibility assessments, including research of site constraints, opportunities and risks, and methods of determining preliminary cost analysis. 2.1 (PC26). Be able to undertake site, cultural and contextual analysis as part of preliminary design research. 2.1 (PC30). Be able to explore options for siting a project, including integrating information and analysis of relevant cultural, social and economic factors. 2.1 (PC32). Be able to apply planning principles and statutory planning requirements to the site and conceptual design of the project.
	National Standard of Competency for Architects (2021) - 3.1 (PC36). Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project. 3.1 (PC39). Understand how the integration of material selection, structural and construction systems impacts on design outcomes.
	National Standard of Competency for Architects (2021) - 3.1 (PC40). Be able to resolve and present a coherent detailed design solution within necessary timeframes to obtain client and stakeholder approvals. 3.1 (PC44). Understand the roles and types of relevant consultants and suppliers as well as applicable construction terminology. 3.1 (PC47). Be able to complete and communicate on-time, accurate documents for relevant stakeholders, including drawings, models, specifications, schedules and construction documentation.
	National Standard of Competency for Architects (2021) - 1.1 (PC8). Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services. 2.1 (PC17). Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design. 2.1 (PC27). Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way.
	National Standard of Competency for Architects (2021) - 3.1 (PC36). Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project.

National Standard of Competency for Architects (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1 (PC3)		Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs.
1.1 (PC8)		Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services.
1.2 (PC12)		Understand how relevant building codes, standards and planning controls apply across architectural practice, including climate change implications, the principles of fire safety, and barriers to universal access.
2.1 (PC17)		Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design.
2.1 (PC19)		Understand the purpose of project feasibility assessments, including research of site constraints, opportunities and risks, and methods of determining preliminary cost analysis.
2.1 (PC23)		Understand the purpose and process of generating a return brief for approval by the client and relevant stakeholders, including an awareness of the implications of non-compliance.
2.1 (PC24)		Understand how to identify and evaluate project development options in response to a project brief – its objectives, budget, user intent and built purpose, risks and timeframe, including environmental sustainability considerations.
2.1 (PC26)		Be able to undertake site, cultural and contextual analysis as part of preliminary design research.
2.1 (PC27)		Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way.
2.1 (PC32)		Be able to apply planning principles and statutory planning requirements to the site and conceptual design of the project.
2.1 (PC34)		Be able to apply principles and methodologies for presenting conceptual design proposals and associated information to clients, stakeholders and communities, including using culturally responsive methods appropriate to different audiences.
3.1 (PC36)		Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project.
3.1 (PC39)		Understand how the integration of material selection, structural and construction systems impacts on design outcomes.
3.1 (PC40)		Be able to resolve and present a coherent detailed design solution within necessary timeframes to obtain client and stakeholder approvals.
3.1 (PC44)		Understand the roles and types of relevant consultants and suppliers as well as applicable construction terminology.
3.1 (PC45)		Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.
3.1 (PC47)		Be able to complete and communicate on-time, accurate documents for relevant stakeholders, including drawings, models, specifications, schedules and construction documentation.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The outline has been adjusted to Semester 2, 2025 calendar.

Additional information

Additional costs

Please note that this project involves costs for students for materials, model-making, etc., and the extent of these costs depends on your projects.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links

MARC5000: Induction Studio

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links