Episode 204 - Tomorrow's Architects: The ARB's New Competence Outcomes

This week we will be talking the new Competence Outcomes for Architects set by the ARB. This episode content meets PC1 - Professionalism of the Part 3 Criteria.

Resources from today's episode:

Website:

• https://arb.org.uk/wp-content/uploads/ARB-Competency-outcomes.pdf

Thank you for listening! Please follow me on Instagram @part3withme for weekly content and updates or contact me via email me at part3withme@outlook.com or on LinkedIn. 

Website: www.part3withme.com

Join me next week for more Part3 With Me time.

If you liked this episode please give it a rating to help reach more fellow Part3er's!

Transcript

Episode 204:

Hello and Welcome to the Part3 with me podcast. 

The show designed to help Part 3 students kick-start their careers as qualified architects, while offering valuable refresher episodes for practising professionals.

If you’d like to support the podcast and help us keep creating great content, check out the link in the episode notes to subscribe. We also provide one-to-one mentoring to help you prepare for your submissions, exams, and interview, visit our website to learn more, connect with us on LinkedIn via the Part 3 With Me page, find us on Instagram at @part3withme, or email at part3withme@outlook.com.

I am your host Maria Skoutari and this week we will be talking about the new Competence Outcomes for Architects set by the ARB. Todays’ episode meets PC1 of the Part 3 Criteria.

To accompany the revised assessment framework assessing students for entry into the profession, the ARB has set out a single, clear framework describing the threshold competencies required for registration as an architect, regardless of the route you take to get there. These are the outcomes trainees are expected to demonstrate at the point of entry to the register, and they now sit across five main competency areas.

Those five areas are:

• Contextual and Architectural Knowledge
• Design
• Research and Evaluation
• Management, Practice and Leadership
• Professionalism and Ethics

The guidance provided is explicit that competence is about having the knowledge, skills and behaviours to carry out the role successfully, not just being able to pass an exam or produce a portfolio. This shift matters for Part 3 because examiners, employers and universities are all now required to align assessments and support around these outcomes.

Before diving into each of the five areas, it is worth understanding how levels of competence are described. ARB adapts Miller’s pyramid (used in clinical education) into four levels that apply to architecture education and practice.

The four levels are:

• Knowledge (Knows) – The student has gained sufficient grounding in an area to know that this aspect is important and relevant to the subject and practice of architecture and when and where it is relevant. This includes both knowledge of the subject and also the behavioural norms expected of an architect. At this level they will not necessarily have put this knowledge into practice. 
• Understanding (Knows how) – The student is able to work with their knowledge and apply it to tasks or processes relevant to the practice of architecture, but in a limited, managed situation. 
• Ability (Shows how) – The student is able to demonstrate their capabilities in authentic situations where there is a need to work within multiple constraints and complexities. This might include a comprehensive design project or supervised professional experience. It is recognised that not every student will have the opportunity to demonstrate all competency outcomes within architectural practice, so these competencies may also be assessed through simulated scenarios. 
• Performance (Does/Is) – The student performs in a consistent and independent way within complex, professional situations. At this level, the student should be able to demonstrate the skill, knowledge and behaviours of an architect through engagement with architectural practice. At this level, a student should be able to demonstrate a commitment to the aspects being covered, even if they have not personally undertaken a task of that nature.

Each individual outcome in the ARB guidance is mapped to a required level at the end of a Level 7 / Level 11 academic qualification, and then again at the point of entry to the profession, after your professional experience. The Practice Outcomes section is especially relevant for Part 3, because this is the level you must convince examiners you’ve actually reached in real or authentic practice situations.

Now let’s dive into the five competency areas mentioned earlier:

Across the framework, ARB emphasises four cross‑cutting themes that appear repeatedly:

• Environmental sustainability
• Fire and life safety
• Equality, diversity and inclusion
• Building technology

For Part 3 candidates, this is a clear signal that you will need evidence and reflection that touch on these themes across several parts of your work, not just in one isolated “sustainability” or “CDM” section.

The five areas then break down into numbered outcomes (CK1, D1, RE1, M1, PE1 and so on), each with a short descriptor and the required level at academic and practice stages. What follows is a walkthrough of each area, with a focus on what the outcomes say and how that might translate into Part 3 preparation.

Starting with the first one, Contextual and Architectural Knowledge:

Under this outcome, is where a competent candidate is expected to demonstrate knowledge of a series of core contextual topics. Here, the emphasis is on “knowing” meaning understanding the landscape in which architecture operates, from global trends to building physics.

The key outcomes under it include:

• CK1 – understanding how diverse global, cultural, social, technological, economic factors and building technology influence both architecture and urban design.
• CK2 – knowing the role of architects in society, within design teams and the construction industry, which connects directly to professional identity and public expectation.
• CK3 – understanding the principles and relevance of social sustainability, social value and inclusive design.
• CK4 – grasping the principles of climate change and biodiversity as they relate to design and construction.
• CK5 – the principles of building construction, services, structure, materials, assembly and manufacture.
• CK6 – the principles of building physics and environmental design.
• CK7 – the principles required to ensure that buildings are safe to construct, use, maintain, refurbish, re‑use and deconstruct.

In this competency outcome the framework focuses on knowledge rather than performance, but for Part 3 you will still be expected to show how this knowledge is used in real projects. For example, understanding building physics (CK6) might feed into how you justify facade strategies or overheating assessments, even if the formal level is set at knowledge.

Moving onto the second competence outcome, Design:

This is where the outcomes move more clearly into Ability and Understanding demonstrating what you can actually do in design situations. The ARB expects a candidate to be able to prepare and present projects, respond to briefs, and integrate both creative and technical demands.

Some of the central Design outcomes are:

• D1 – preparing and presenting architectural design projects of diverse scale, complexity and type, in various contexts, using a range of media, and responding critically to a brief.
• D2 – preparing, appraising, refining and engaging with building briefs, taking into account client, user, site, environmental and contextual requirements.
• D3 – demonstrating a critical and creative approach to design, not just following precedents mechanically.
• D4 – producing designs that integrate artistic, spatial, environmental, social and experiential aspects with the technical requirements of construction.
• D5 – proposing strategies for structure, construction technology, materials, services, ventilation, thermal environment, lighting and acoustics appropriate to the project brief and context.
• D6 – producing designs that consider the relationships between people and the built environment, between buildings and context, and the need to address human needs, inclusivity, user experience and scale.
• D7 – understanding the consequences of design decision‑making on value to clients and communities over the life‑cycle, and on environmental costs.
• D8 – proposing design solutions that achieve or exceed relevant performance standards and requirements.
• D9 – understanding the implications and benefits of regenerative design solutions and ethical sourcing and supply chains, and how these can go beyond minimum standards.
• D10 – understanding the implications and benefits of working with existing buildings, including re‑use and retrofit, and the resulting environmental impacts.
• D11 – preparing and documenting designs with appropriate consideration of fire safety, life safety, wellbeing and inclusivity for users, the public and constructors.
• D12 – using appropriate digital systems for creating, modelling, processing, presenting and sharing design, building and project information.

For Part 3 candidates, the stronger emphasis on integrating design decisions with performance, safety and sustainability is important. Examiners will look for evidence that design work is not just aesthetically coherent, but demonstrably addresses fire/life safety, environmental performance, and inclusive user experience in a way that meets or exceeds relevant standards.

Now moving onto the third competence outcome, Research and Evaluation:

This area recognises that architects need to be able to investigate, test, and critically appraise information rather than simply accepting standard solutions. This is not just about academic research, it is explicitly linked to how decisions are made in live projects.

The key outcomes relating to Research and Evaluation include:

• RE1 – using techniques of research, enquiry and experimentation to develop effective solutions to architectural problems and to broaden your knowledge base.
• RE2 – working with clients and other stakeholders to gain a mutual understanding of constraints and opportunities, identify immediate and long‑term interests, set project agendas, define desirable and feasible outcomes, and develop appropriate briefs.
• RE3 – critically evaluating a diverse range of architectural precedents to inform design thinking.
• RE4 – locating, evaluating and applying relevant legislation, regulations, standards, codes of practice and policies related to the development of the built environment.
• RE5 – locating and evaluating evidence that may be incomplete or contradictory, critically evaluating the quality of knowledge sources, and making judgments that inform practice.
• RE6 – understanding how modelling and post‑occupancy evaluation inform design.

For Part 3 candidates, this means you must be able to show how you identify, interpret and apply the regulatory and policy context of your projects, and how you work with incomplete information. This connects directly to professional judgment. For example, reconciling conflicting guidance, or working with partial survey data while still maintaining safety and compliance.

Next, looking at the fourth competence outcome, Management, Practice and Leadership:

This fourth area, moves into territory that traditionally sits at the heart of Part 3 assessment. Here, the outcomes transition from knowledge and understanding towards ability and performance in running projects and practices responsibly.

The key outcomes relating to Management, Practice and Leadership include:

• M1 – making use of the principles of sustainable, responsible and ethical practice, and recognising how these relate to running a practice.
• M2 – understanding financial and resource management in an architectural practice, including professional remuneration and fee setting.
• M3 – recognising the ethical and legal impact of practice structures, recruitment and employment terms, and their impact on work–life balance, health and wellbeing of colleagues.
• M4 – managing and structuring projects, administering construction contracts and resolving common construction‑related challenges.
• M5 – managing the inter‑relationships of individuals, organisations, statutory bodies and professions involved in procuring and delivering projects, understanding how these relationships are defined by contracts and organisational structures.
• M6 – selecting appropriate procurement routes and means of delivery, recognising their relative risks to contractual parties, their implications for sustainable outcomes and how they influence selection and management of contracts.
• M7 – applying the principles of risk management, liabilities and insurance to projects.
• M8 – applying principles of cost management, control and budgeting to projects.
• M9 – planning, managing, monitoring and communicating health and safety arrangements for construction projects, as required by current legislation.
• M10 – resourcing, planning, implementing and recording project tasks to achieve stated goals, individually or in teams.
• M11 – communicating effectively with both specialists and non‑specialists through a range of media.

This cluster of outcomes underlines that competence at registration is not just about being able to “help out” on projects, it is about being able to take responsibility, understand contractual and legal frameworks, and navigate risk and cost in a structured way. For a Part 3 candidate, that typically means you should be able to show how you have engaged with procurement strategy, fee negotiations, contract administration and CDM duties, rather than only describing your design tasks.

And lastly, the fifth competence outcome, which covers Professionalism and Ethics:

This outcome rounds out the framework by focusing on the behaviours and attitudes expected of architects. This is where the move from “student” to “professional” becomes very explicit, and many of these outcomes are set at Performance level at the point of registration.

The key outcomes relating to Professionalism and Ethics includes:

• PE1 – recognising the significance of the Architects Code of Conduct and the need to act in an ethical and professional manner at all times.
• PE2 – displaying a committed approach to equity, diversity and inclusion, both in designing environments and in relationships with colleagues, employees, clients and communities.
• PE3 – working constructively with and within broader teams, exercising leadership, effective communication and personal responsibility.
• PE4 – upholding the architect’s obligations to the health and safety of the public, building users and constructors.
• PE5 – upholding obligations to the environment, society and the wellbeing and quality of life of current and future generations.
• PE6 – recognising the responsibilities and duties of care owed to clients, users, the public and collaborators.
• PE7 – adopting a reflective approach, identifying personal learning needs for further development and remaining up to date with standards and best practice.
• PE8 – acknowledging and working within the limits of one’s own competence, expertise and experience.

For candidates training for their registration, is about demonstrating how you apply this outcome, how you manage conflicts of interest, how you respond to ethical dilemmas, and how you recognise when you need to seek advice or decline work that lies beyond your competence.

An important structural feature of the ARB document is the distinction between Academic Outcomes and Practice Outcomes for each competency statement. At the academic stage (end of Level 7 / Level 11), a given outcome might only need to be demonstrated at the level of knowledge or understanding, whereas by the time you seek registration, the same outcome may need to be shown as ability or performance.

This has three key implications for candidates:

• You are expected to build on what you learned academically and show how it is now applied in real or authentic practice.
• Not every competence outcome must be evidenced solely through live project work; the document recognises that some outcomes may be assessed through simulated scenarios where a candidate has not had a direct opportunity in practice.
• Nevertheless, at the point of entry to the profession, you should be able to demonstrate a consistent and independent level of performance across the competencies, particularly in the Management/Practice and Professionalism/Ethics areas.

For your own preparation, under this new framework, it can be useful to take each outcome and ask: “At Masters Level I knew about this – what have I actually done now that shows I can apply it, or that I perform at this level?”. That mindset is exactly what the framework is trying to encourage.

So how this affects Part 3 preparation now and moving forward:

For listeners who are either preparing for Part 3 or supporting candidates, these new outcomes suggest some practical shifts in how you approach your documentation and experience. While the ARB document does not prescribe a specific format for logs or case studies, the structure lends itself naturally to mapping your evidence and reflections against the outcomes once the new framework comes into play next year in 2027.

A practical approach might be:

• Using the five areas and their outcome codes as a checklist when reviewing your CV, PEDR/experience records and case study work.
• Identify which live projects help you demonstrate each outcome, especially those that require Ability or Performance at the practice stage.
• Where your live experience is thin, consider how simulated scenarios or structured reflections could close gaps, consistent with the document’s recognition that not every trainee can evidence every outcome through practice alone.
• Pay particular attention to environmental sustainability, fire and life safety, equality/diversity/inclusion and building technology, as these themes recur across multiple outcome areas and are likely to feature strongly in competent responses.

As the final assessment often involves oral examination or interviews, it is also useful to practice talking through your experience explicitly in competency terms. For example, explaining how a particular project demonstrates the Design outcome, Management Practice and Leadership Outcome, Research and Evaluation and Professionalism and Ethics Outcome, rather than treating these as isolated issues. The more fluently you can connect your real decisions to the outcomes, the clearer your competence appears.

A subtle but important feature of the framework is the emphasis on behaviour and professional identity, especially at the Performance level. The adapted Miller’s pyramid places “Does/Is” at the top, which explicitly links competence not only to repeated performance but to the formation of a professional identity as an architect.

In practice, that means:

• Being able to demonstrate commitment to areas such as ethics, sustainability, health and safety and Equality Diversity and Inclusion, even if you have not personally led every type of task described.
• Showing that you understand and accept the responsibilities of registration. From duties of care to clients and users through to obligations to future generations.

The document even notes that at Performance level, a trainee should be able to demonstrate a commitment to aspects covered, even if they have not personally undertaken a task of that nature, which reinforces that reflective understanding and attitude matter as much as experience breadth.

So, what does being competent at the point of registration look like under this framework:

Taken together, the five areas and their outcomes expect you to:

• Understand the context in which architecture operates – socially, environmentally, technologically and economically.
• Be able to design creatively and critically while meeting performance, safety, sustainability and inclusivity requirements.
• Research and evaluate information, precedents, regulations and evidence to support robust decision‑making.
• Manage and lead within projects and practices, dealing with contracts, procurement, risk, cost and health and safety.
• Act professionally and ethically, with a clear sense of your obligations and limits, and a commitment to equity, inclusion and lifelong learning.

For candidates, this is both a challenge and an opportunity. A challenge because the expectations are explicit and wide‑ranging, but an opportunity because you now have a transparent, structured map of what you are working towards.

Let’s sum up what we discussed today:

• Under the ARB’s new educational framework, Tomorrow’s Architects now defines a single, transparent framework setting out the competencies required for registration regardless of educational or experiential route.
• The new competency outcomes, which will supersede the Part 3 Criteria, now focus on Five Core Areas. Candidates must demonstrate competence across contextual knowledge, design, research and evaluation, management and leadership, and professionalism and ethics.
• Candidates are expected to demonstrate continuation from Knowledge to Performance. Sustainability, fire and life safety, equality/diversity/inclusion, and building technology will underpin every competency area.
• Success under this new framework depends on linking real experience to these outcomes, showing not just what you’ve done but how you think, behave, and act as a professional architect.