The “nuts & bolts”: An architect’s role is to develop ideas about buildings in relation to how they look (design) and function, and plan and review spaces. The scope of practicing as an architect can be challenging but rewarding. It also relates to other professions such as landscape architecture and urban design (how the buildings relate to its environment socially and economically); construction (buildings structure and how it works) and interior design (details and fittings within a building).

Architects are often the design team leaders on architecture projects; architecture encompasses a wide range of skills and architects work often work in multi-disciplinary teams.

Read more about how to become an Architect and alternative career paths in our new careers section.

One-liner: A look at the different roles and technical skills required to construct places and spaces.

The “nuts & bolts”: People that work in construction can do so as craft trainees to develop their skills using their hands and specialist equipment whilst learning about construction materials and production methods. These can be bricklayers, carpenters/joiners, painters and decorators, electricians, and scaffolders. Craft trainees can, if they wish to do so, progress onto technical roles through various training schemes that are available.

Read more about how to become a professional in Construction & The Built Environment industries and alternative career paths in our new careers section.

The “nuts & bolts”: Structural and civil engineers deal with the analysis and design of structures that support or resist gravity, wind, water and dynamic loads (e.g an earth quake). For example, a dam is a structure in the same way as a mulit storey building, lampost or chair; all resist loads of one kind or another. The result is the support network for transport, commerce, energy and industry.

Read more about how to become a Structural or Civil Engineer and alternative career paths in our new careers section.

One-liner: The design of outdoor, public and green spaces.

The “nuts & bolts”: Landscape architecture involves reviewing, designing and planning outdoor and public spaces. Landscape architects work with a range of professionals including artists, architects, town planners, civil engineers, surveyors and many more. If you are interested in parks, green spaces, squares and plazas; public spaces, town and urban planning, site planning and urban design, then landscape architecture is a possible route for you.

Read more about how to become a Landscape Architect and alternative career paths in our new careers section.

One-liner: Urban design is the arrangement, appearance and function of towns and cities, and the shaping and uses of urban public space.

The “nuts & bolts”: Urban Design is still seen as relatively new within the built environment profession. It merges the world of architecture, landscape and highways design, economic development and planning. Like architecture, it involves buildings but differs in that it  starts with buildings in their location but also includes planning and the social, economic and environmental issues in the built environment.

Read more about how to become an Urban Designer and alternative career paths in our new careers section.

We’ve recently launched a brand new section on the website which will give you an insight into to the many jobs in the built environment. As part of a daily series, we’ll be giving you more information about some of the jobs and invite you to read more in the new section.

Look out for the first in the series, next Monday, 21st March.

Hooray! Finally, the sun is shining, it feels spring like… and we’re inside today. Never mind.

The group arrive and immediately start work on their models again. Obviously fuelled by their session the day before, they are keen to make the models the best that they can be.

Local architect Terry Pinto arrives to give them a shot of creative inspiration. He relates his experience of becoming an architect and his passion for sustainable design.” Architecture is great, but it’s people and life that really matters,” he tells them. A good honest account of life as a modern day architect. Great.

Another task is set before them. As part of thier design brief for Junction 3, the groups have to design a shelter. ” Go wild, be as creative as possible,” says Terry. Out come sheets of paper, the brainstorming begins. Spider diagrams, lists of materials, pens, pencils, sketching – the room a buzzing with activity. “You can finish after lunch” reminds Amy. She has to drag them away from thier work….

The packed afternoon session begins with more designing and modelling and then preparations for their presentations later. The models are bold, bright and colourful. Easton will be a great place even if small elements of their designs are incorporated. Lets hope so!

Another day, another train journey, another city – Bristol.

Nestled by the waterside in the centre of the city sits the Architecture Centre, a place for creativity and design. For the past 14 years, the Architecture Centre has been leading a revolution in architecture education in the South West, developing programmes for young people and the general public to engage with the built environment.

Amy Harrison, Architecture Centre Education Manager has developed an exciting A4E programme this week, working with 20 students from Bristol City Academy. Keen, enthusiastic and creative doesn’t come close to describing this group.

I arrive on the second day of the programme, having travelled down from the A4E Nottingham programme the night before. The first day had begun with a presentation from Scott Farlow, local landscape architect and artist who inspired the group to consider the importance of good public space and explore thier own ideas. The session after luch followed a foodie theme; who would have thought that a great way of teaching architectural language was by using a sandwich!

The group are then given thier design brief. Just off junction 3 of the M23 is Easton, an area undegoing regeneration. Led by a consortium including Bristol City Council, Knightstone Housing Association and GCP Architects, they have put forward plans for mixed use development of houses, flats, community meeting spaces and a learning centre. The team are tasked with designing elements of the scheme that cater for the diverse community.

Day 2, more exploration. Accompanied by teachers from Bristol City Academy, Amy and her team (Loz Duck, Imogen Hogg and Vikenta Petuskaite) venture out into the habourside to survey good and bad examples of local public space. using cameras the students record thier thoughts and scores. Back to base and using the Space Shaper tool developed by the Architecture Centre, they spend time analysing examples of what works well and why, and who uses public space.

Lunchtime and the team was itching to get thier hands on designing and model making. Back to the brief, and out comes the plastascine, mini hedges and trees. The 3D models came together rapidly and by the end of the session they were well on their way to developing great ideas for thier schemes. Day three looks like it will be another exciting session!

Wednesday morning, a brighter, sunnier day. Back up those three flights (puff, puff!) to Miss Hodgeson’s room. We have visitors. Helen Metcalf from Planning Aid delivers a short workshop on what important decisions need to be made when planning an area, and what makes good and bad planning decisions. The group are then asked to become town planners and have to design thier own city. The best scheme wins a prize – chocolate!

After break, and the work really starts. Catherine introduces the group to the big map, a 1:200 scale route map of the walk the students took the day before. It requires more discussion , negotiation and many challenges as the designs for each section comes together. Alottments are planned,shops,parks and homes are designed and a canal is bought back to life. A new community around the school is emerging….

The bell goes – rush to registration, “here,Miss!”… Yes, A4E has gone back to school. Manning School for Girls in Nottingham is playing host to the A4E programme this week and has already had an exciting two days. And not a detention in sight!

Tuesday morning
Up three flights of stairs (puff) to Room 304, Miss Hodgson’s room. Great views over the city. The walls are adorned with encouraging quotes and comments, all aimed at inspiring the students. And it works. Twenty four eager pupils file into the classroom, curious to see what they have all been specially selected for. All seated, the room goes quiet.

First, an introduction from A4E Project Manager and former Manning Head Girl, Veda Harrison. “Coming back here is a real privilege,” she says. “Get involved, ask questions and be curious!” Rick Hall from A4E project partner Ignite Futures intoduces himself, as does project facilitators and leaders Catherine Grieg, Architect and Chrys Allen, Artist. Supporting the team are students from Nottingham Trent University School of Architecture, Marwa Derouiche and Steven Ehue.

An exploration of the community surrounding the school in Aspley is planned for the three days. But something out of the ordinary.

Chrys begins with a sensory exercise which gets the group imaginations and memories working. ” Smells like my dad when he gets home from work.” comments Megan. (She didn’t get the pot that smelled of lavender, then).

Then we’re off on a walking tour of the local area; past homes, many older residents on mobility scooters and past the ‘government building’ a group of very uninspiring buildings, surrounding by high security fences. ” Like locking life away,” Joy says. True poetry.

Down to Beechdale Road, the tour continues past the local shops, more mobility scooters and under an old railway bridge to a small derelict park. The tour inspires lots of comments and questions on return to school and the pupils are asked to note down their observations using a ‘visual musical score’. A messy, charcoal exercise that produces beautiful colourful pictures. So much productivity before lunch. Fantastic!

Tuesday afternoon

Back from lunch and the work continues. Next, a exercise using old maps of the local area from the 1900s, 1930s and 1960s. The students are ask to find Manning School, which is not easy when the area was covered in fields. Working in teams they are then asked to look at how the maps have changed and what they would like to bring back. But they need to consider who lives and works in the area and how it would impact on them. The day ends with much debate and discussion, and then the bell goes. A4E’s first day back at school comes to an end.