- A level requirements: AAA
- UCAS code: HK28
- Study mode: Full-time
- Length: 4 years
Architectural Engineering is for students who wish to work at the intersection of architecture and structural engineering. At the end of your degree, you will be able to apply engineering principles to the planning, design and construction of the built environment.
The Architectural Engineering degree is a multidisciplinary degree, encompassing civil engineering and architecture jointly delivered by the School of Engineering and the School of Architecture.
The MEng is a four year integrated Master’s degree developed to fast-track our graduates to become Chartered Engineers with the Institution of Civil Engineers, Institution of Structural Engineers, Institution of Highways Engineers and the Chartered Institution of Highways & Transportation.
Architectural engineers are responsible for the design of different systems within a building or an aspect of critical infrastructure with a particular focus on key areas.
As a student, you will be provided with a multidisciplinary skill set to design building structures, bridges and critical infrastructure incorporating both the solid technical grounding that a typical civil/structural engineering degree provides; alongside a robust and wider appreciation of the architectural, societal, economic and environmental aspects associated to a particular design solution.
The MEng programme is accredited by the Joint Board of Moderators, which represents the four major civil engineering institutions and accredits civil engineering programmes on behalf of the Engineering Council, which sets and maintains the standards for the engineering profession in the UK. The MEng degree is also recognised throughout the UK and satisfies the Engineering Council’s academic requirements for registration as a Chartered Engineer.
Discover what you'll learn, what you'll study, and how you'll be taught and assessed.
The module is an introduction to the principles of net zero carbon design.
It aims to give students an understanding of the role of a building as a modifier of climate with reference to traditional climatically responsive architecture, and the role of buildings in the context of global energy usage, environmental impact, climate change and net zero carbon design.
The Geotechnical Engineer is responsible for the safe design of how a building or infrastructure asset interacts with the ground. This module introduces students to the role of the Geotechnical Engineer and the fundamental principles and concepts that form the basis of soil mechanics
MATH198 is a Year 1 mathematics module for students of programmes taught in the School of Engineering, e.g. Aerospace, Civil, Mechanical or Industrial Design Engineering. It is designed to reinforce and build upon A-level mathematics, providing you with the strong background required in your engineering studies and preparing you for the Year 2 mathematics module MATH299 (Mathematics engineering II). In the first semester, the foundations are laid: differential calculus, vector algebra, integration and applications. Semester two covers complex numbers, differential equations, Laplace transformations and functions of two variables
Within the natural world, the skeleton of an animal and its form and function are intrensically linked. The structure of a building is its skeleton. The Structural Engineer is responsible for the design of the skeleton of a building or infrastructure asset, and so has the ability to directly impact its form, function, efficiency and effectiveness. This module provides students with an introduction to structural engineering, the typical materials a structural engineer will use to design with and the way structures are constructed to ensure buildings and infrastructure assets are safe, resiliant, sustainable, economical and buildable
This module introduces students to the basic concepts and principles of elementary statistics and programming. It explains the purposes and advantages of analysing data collected specifically to solve problems in engineering, reviews available software tools and programming languages used to formulate and answer basic engineering questions. It draws on examples from applications across the range of School of Engineering program areas.
The primary aim is to introduce students to the ways that digital technology is used for surveying and recording and for design and documentation.
The secondary aim is to introduce students to the concept of Building Information Modelling (BIM) using industry standard software
This module provides students with an introduction to projects within the built environment, the roles of professional engineers, the professions they will interact with, and the skills required by a professional engineer operating in the built environment
During year two, you will have a week of real, hands-on construction experience at ‘The Constructionarium’. The Constructionarium takes place at a six-hectare site, specifically designed and built to provide a range of challenging teaching and learning conditions for students.
Architectural History and Theory module on the Twentieth Century
To introduce some advanced Mathematics required by Engineers, Aerospace Engineers, Civil Engineers and Mechanical Engineers. To assist students in acquiring the skills necessary to use the mathematics developed in the module.
This module introduces students to energy and environmental issues, particularly those that must be faced by the discipline of architecture. The aim of this module is to provide an introduction to design of passive environmental systems for buildings, their integration into building fabric and structural systems, and selection of appropriate equipment and materials. Both the fundamentals and presentations of case studies (including lessons from the vernacular) will be used to enhance the understanding environmental simulation. The module will be delivered by weekly 2-hour lectures, and assessed by There are two mandatory components to the assessment: 1) Group Report on Vernacular Architecture (30% of total mark) 2) One-hour examination on all topics covered in the lecture series (70% of total mark).
For XJTLU Students Only Maxwell’s equations elegantly describe the physical laws governing such things as electrodynamics. Related problems may be posed in terms of vector calculus, or in terms of differential equations. In this module, we revise vector calculus and field theory in three dimensions, using Stokes’ theorem and Gauss’ theorem to solve explicit physical problems; we evaluate path, surface and volume integrals, and derive general electrodynamic laws. We also consider both the ordinary and partial differential equations arising from real world problems related to Maxwell’s equations, and introduce some advanced methods for solving these (i.e. Fourier series, Fourier transforms, Laplace transforms), and further methods for approximating solutions (central difference methods in one and two dimensions).
This module introduces students to the theoretical framework of geotechnical engineering. It emphasizes soil as a material and provides an introduction to the application of the theory to practical geotechnical engineering problems including bearing capacity of foundations, earth pressures on retaining walls and slope stability.
The students are provided with a realistic design brief that needs to be met over the course of the semester. This is achieved via a defined set of realistic work stages which enables the students to produce an open-ended structural design within a group working environment, thus promoting teamwork and industrial awareness. The final deliverable will be the submission of structured design portfolio/sketchbook and oral presentation to academic members of staff and relevant industry partners.
This module introduces students to the structural design concepts and applications of structural steelwork and reinforced concrete. The basic principles are covered and design examples for design to the relevant sections of the Eurocodes are given.
This module builds on the first year with further exploration into topics introduced in "Structural Engineering in the Built Environment 1". Students are introduced to advanced and emerging materials used in Civil and Architectural Engineering, deeper theoretic and applied understanding of structural behaviour and systems and continue to develop their knowledge and understanding of industry standard structural design tools. All within the context of ensuring structures are constructed to ensure buildings and infrastructure assets are safe, resilient, sustainable, economical and buildable
Students will be introduced to the basic concepts of computer programming and Excel to solve engineering problems. Gain knowledge of basic procedural programming concepts. Become proficient in the use of Excel and Excel Macros. Enhance problem solving skills. Gain experience in solving engineering problems using a software tool.
This module provides students with an introduction to thecontexts of transport and infrastructure, and the skills required by aprofessional engineer operating in this sector.
The module focusses on the essentials of data analysis and interpretation, engineering experimentation, measurement techniques and principles of instrumentation.
The programme gives you the opportunity to undertake an individual research project in year three. Teaching staff offer projects based on their research expertise.
This module will provide subject-specific content, by focusing on modern aspects of construction management, and on tools and approaches applied in built environment projects. New techniques, such as BIM, lean construction and sustainability will also be analysed from a ‘business opportunity’ perspective, and with direct applications to civil engineering practice.
The module uses lectures from staff to introduce specialised research themes and topics in architectural history and theory, and is supported by group and individual research. Students are able to choose topics for which they would like to attend further group tutorials / seminars. The module is assessed by an MCQ exam (50%) and a 2,000-word essay (50%).
The aim of the course is to develop from user requirements an introduction to design of environmental systems for large buildings, selection of appropriate equipment and materials, and their integration into building fabric and structural systems. The three topics are Artificial Lighting, Acoustics, and Thermal Environment and are delivered by a mixture of lectures and case studies.
This module introduces students to the theory and methods that underpin geotechnical engineering practice. It covers the design of shallow and deep foundations, retaining walls, slopes and other structures according to Eurocode 7. In addition, it provides a comprehensive introduction to modern finite element methods and their application to geotechnical engineering.
The Year 3 individual research project; 300 hours student work over 2 semesters; 3 assessment stages (proposal 5%, interim 20%, final 75%).
This module develops a student’s ability with regard to structural engineering design in three typical construction materials; steelwork, timber and masonry. The students will learn the underlying theory and practical application of structural engineering design in these materials. The module will also introduce the relevant UK codes of practise in these materials (Eurocode 3,5 and 6)
This module introduces students to plastic structural analysis. At the member level the principle and method for assessing the load carrying capacity of a section is discussed. Topics covered at the structural level include principle and method behind collapse mechanisms, determining collapse loads by incrementally increasing load magnitude (incremental load analysis), and by investigation of the final incipient collapse state (plastic limit state analysis). Implications on limit state design are also discussed.
This module aims at introducing students to earthquake engineering. It acquaints students with basic skills for analyzing the seismic response of structures subjected to earthquake excitations using structural dynamics principles. Background knowledge in engineering seismology will be covered to provide a comprehensive perspective to the topic. Seismic design principles are also introduced to provide a sound understanding of the rationale behind seismic codes.
During year four of your degree programme you will solidify your knowledge with a range of advanced modules.
This module introduces students to advanced theories, concepts and methods of modern geomechanics. These include particle dynamics simulations, plasticity theory, limit analysis, constitutive modelling of soft and hard soils, and finite element analysis.
This module presents an opportunity to practise comprehensive, multidisciplinary design in civil engineering. The students work in teams to provide complete solutions to demanding civil engineering design problems with some significant reliance on self, guided learning.
The aim of the module is to enhance students’ knowledge and understanding of the advances made in conventional construction materials and alternative construction materials that have and are currently being developed for use in construction to achieve more innovative, and sustainable structures.
This module focuses on the conceptual design of civil engineering structures, and structural behaviour and assessment. It provides a review of the basics of structural engineering analysis and design including construction of bending moment and shear force diagrams, cross-sectional analysis, material properties and basic design code requirements.
The module is designed to develop the necessary understanding of the design and management of effective workflows in BIM-enabled collaborative settings. The focus of the module will be to introduce new ways of working, strategies and implementation plans necessary for the successful adoption of BIM on a project and organisational levels. Integrated Project Delivery (IPD) will be introduced and its contribution to early collaboration and effective decision making will be discussed and exemplified with real projects on both local and global scales. Students will be introduced to the concepts of data sharing in file-based and model server environments, basics of different models and data formats and interoperability. An important focus will be understanding the necessary information and data flows in different stages of the project and building life cycle. The module will also aim to develop a comprehensive awareness of the BIM requirements by the UK Government and the current global use of BIM as an integrated platform.
Students will have the opportunity to undertake tasks and activities similar to those BIM specialists undertake in real practice, such as presenting the opportunities, obstacles, tasks and activities associated with BIM implementation within collaborative project delivery, and working within groups to provide a BIM implementation plan for a hypothetical project.
The module covers the broad spectrum of construction technologies, materials and methods – from intermediate to current to emerging – by presenting the work of internationally respected architects operating in different geographical, cultural and economic contexts. Key aspects of architectural technology are discussed through precedents, with the aim to understand how material and technical choices are impacted by – and in turn able to impact – design, from concept to detailing.
The module reflects upon the multiplicity of ways in which technology can respond to site, programme, budget and users, act as a vehicle to articulate typological, spatial and haptic qualities in design, and address sustainability in the broadest sense.
The module consists of lectures, drop-ins and tutorials. The assessment is based on an individual exam, an individual peer assessment and a group coursework assignment.
Management linked to industry innovation and employee practice is an area of professionalism that is very important
within the construction and wider built environment sector. It is also emerging as a distinctive and rewarding career path
for many graduate civil engineers plus architectural engineers. On completion of this module, students will understand a
range of approaches to project management implementation, diverse practices associated with modern methods of
construction, as well as effective judgement-making of challenging tasks in complex real-life situations. It will both prepare
graduates for professional development in civil engineering, as well as make them fully aware of multiple aspects of
strategic, operational and lifecycle management as applied to this specific industrial sector.
We are leading the UK’s involvement in the international Conceive-Design-Implement-Operate (CDIO) initiative – an innovative educational framework for producing the next generation of engineers.
Our degree programmes encompass the development of a holistic, systems approach to engineering. Technical knowledge and skills are complemented by a sound appreciation of the life-cycle processes involved in engineering and an awareness of the ethical, safety, environmental, economic, and social considerations involved in practicing as a professional engineer.
You will be taught through a combination of face-to-face teaching in group lectures, laboratory sessions, tutorials, and seminars. Our programmes include a substantial practical component, with an increasing emphasis on project work as you progress through to the final year. You will be supported throughout by an individual academic adviser.
Assessment takes many forms, each appropriate to the learning outcomes of the particular module studied. The main modes of assessment are coursework and examination. Depending on the modules taken, you may encounter project work, presentations (individual and/or group), and specific tests or tasks focused on solidifying learning outcomes.
We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.
Studying with us means you can tailor your degree to suit you. Here's what is available on this course.
This degree is jointly delivered by the School of Engineering and the School of Architecture. The School of Engineering has world-class, modern, engineering teaching and learning facilities. Within the School there are traditional lecture theatres as well as teaching laboratories, PC teaching centres, smaller study rooms and one of the University’s largest PC teaching/study rooms with over 160 high-specification workstations with specialist engineering software installed.
The Liverpool School of Architecture benefits from comfortable, well-lit studio, work and seminar/review spaces. We also have IT teaching laboratories and workshops, meeting spaces and excellent office accommodation.
From arrival to alumni, we’re with you all the way:
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As a student you will have maximum opportunities for career prospects, graduate opportunities, student summer placements specifically during the annual engineering careers fair with 30 blue chip companies attending (including Jaguar Land Rover, Nestle, Toyota, JCB, British Army, United Utilities, ABB Ltd, Network Rail, BAE Systems and many more).
Our research-led teaching ensures that we incorporate the latest advances in cutting edge engineering research. As well as achieving a degree qualification, you will graduate as an industry-ready engineer who has both practical experience and highly desirable skills to the engineering industry.
Work experience opportunities
Many students undertake placements during the summer or for a full academic year in leading engineering companies.
A number of our graduates go on to postgraduate study at MSc or PhD level, either remaining at Liverpool or going to another institution of their choice.
Qualifying you for life
Our teaching programmes are highly rated and this is underpinned by an extensive programme of research. All of our programmes are strongly linked with industry, both formally through our industrial advisory boards, and informally through industry contacts and alumni.
At Liverpool, our goal is to support you to build your intellectual, social, and cultural capital so that you graduate as a socially-conscious global citizen who is prepared for future success. We achieve this by:
Your tuition fees, funding your studies, and other costs to consider.
|UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland)|
|Full-time place, per year||£9,250|
|Year abroad fee||£1,385|
|Full-time place, per year||£25,750|
|Year abroad fee||£12,875|
Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about tuition fees, funding and student finance.
We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This includes a lab coat, safety boots, and a residential construction course.
Find out more about the additional study costs that may apply to this course.
We offer a range of scholarships and bursaries to help cover tuition fees and help with living expenses while at university.
Scholarships and bursaries you can apply for from the United Kingdom
The qualifications and exam results you'll need to apply for this course.
My qualifications are from: United Kingdom.
AAA including Mathematics.
Applicants with the Extended Project Qualification (EPQ) are eligible for a reduction in grade requirements. For this course, the offer is AAB with A in the EPQ.
You may automatically qualify for reduced entry requirements through our contextual offers scheme.
|GCSE||4/C in English and 4/C in Mathematics|
For applicants from England: For science A levels that include the separately graded practical endorsement, a "Pass" is required.
|BTEC Level 3 National Extended Certificate||
Acceptable at grade Distinction* alongside AA at A level including A Level Mathematics.
|BTEC Level 3 Diploma||
Distinction* Distinction* in relevant BTEC considered alongside A Level Mathematics grade A. Accepted BTECs include Aeronautical, Aerospace, Construction, Mechanical, Mechatronics and Engineering.
|BTEC Level 3 National Extended Diploma||
Not accepted without grade A in A Level Mathematics.
36 overall, including 5 at Higher Level Mathematics
|Irish Leaving Certificate||H1,H1,H2,H2,H2,H2, including H2 in Higher Maths. We also require a minimum of H6 in Higher English or O3 in Ordinary English|
|Scottish Higher/Advanced Higher||
Pass Scottish Advanced Highers with grades AAA including Mathematics
|Welsh Baccalaureate Advanced||Acceptable at grade A alongside AA in A Level Mathematics.|
|Cambridge Pre-U Diploma||D3 in Cambridge Pre U Principal Subject is accepted as equivalent to A-Level grade A M2 in Cambridge Pre U Principal Subject is accepted as equivalent to A-Level grade B Global Perspectives and Short Courses are not accepted.|
Many countries have a different education system to that of the UK, meaning your qualifications may not meet our entry requirements. Completing your Foundation Certificate, such as that offered by the University of Liverpool International College, means you're guaranteed a place on your chosen course.
Have a question about this course or studying with us? Our dedicated enquiries team can help.
Last updated 16 February 2023 / / Programme terms and conditions /