qub assignment extension

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Exceptional Circumstances

Exceptional Circumstances are unforeseen circumstances or factors outside of your control which may have impacted your ability to study or perform at usual standard.

If you have a short-term physical or mental illness or have something impacting your studies/life in a major way then you may not be ‘fit-to-sit’ and should consider applying for exceptional circumstances. It’s your choice to make so think about it carefully.

You can submit an application for exceptional circumstances within 3 working days of your assessment deadline or exam through the Universities Assessment Support Hub - Adjustments and Mitigations .

If at any stage you are unsure about the process and would like some support or guidance, please feel free to contact SU Advice  -  I'd Like Some More Advice.

You can also use one of our drop-in sessions on Tuesday, Wednesday and Friday from 11.30am – 2.00pm.  We’re on the third floor of the Students’ Union building on Elmwood Avenue.

• Death of a close friend or family member
• Serious illness
• Severe pain
• Serious illness of a close relative
• Hospitalisation
• Acute personal/ emotional circumstances
• Victim of a crime
• Significant financial problems
• Pregnancy related illness or stress
• Self-certified short-term illness
• Other – Military service, Representing University at a prestigious event
• Attendance at a wedding as member of wedding party
• Unforeseen exceptional work commitments for part-time students

It’s important to understand that just because your circumstances seem to fall within one of the above categories, it does not mean that they will automatically be accepted. You can self-certify for up to seven days but would need to submit evidence for any extension beyond this.

• Social activities/Sporting activities
• Temporary self-induced medical conditions, for example a hangover
• Minor ailments
• Non-serious personal and domestic disruptions
• Work commitments
• Chronic conditions where the student has already received support

The University has an online application process. You should read the advice on the Assessment Support Hub - Adjustments and Mitigations  or you can go directly to the application process here  

You may need to submit evidence via the hub, depending on the amount of time you believe you need. If you are having trouble getting this evidence, you should submit anyway and indicate that the evidence will follow.

You will also be asked to fill out a Student Impact statement. This is your opportunity to clearly explain how the circumstances have affected your ability to submit/sit your assessments/exams. This statement will help your School to make the right choice and to support you going forward.

Remedies Available:

• Resubmit failed coursework within a set time as a first attempt
• Repeat a failed examination as a first attempt
• Retake failed module as a first attempt

If at any stage you are unsure about the process and would like some support or guidance, please contact us here -  I'd Like Some More Advice.

You can also use one of our drop-in sessions on Tuesdays, Wednesdays and Fridays from 11.30am – 2.00pm.  We’re on the third floor of the Students’ Union building on Elmwood Avenue.

Application for assignment extension, deferred examination or special consideration

If you have special circumstances that are impacting on your ability to complete your assessment, you may be eligible to apply for a concession.

Assignment extension

Apply for an assignment extension if special circumstances prevent you from completing your assignment by the due date.

Apply for an assignment extension

Deferred examination

Apply for a deferred examination if you're unable to sit an examination due to medical or other special circumstances. This is available for the end-of-semester examination period or an examination organised by your unit coordinator during the semester (in-semester).

Apply for a deferred examination

Special consideration

Apply for special consideration if you believe your performance in an examination or assignment was adversely affected by medical, compassionate or other special circumstances.

Apply for special consideration

Lodging your application

Start by selecting the link above relevant to your circumstances. You'll be asked to log in to HiQ.

Lodge your application as early as possible.

It may take up to five working days to receive a response to assignment extension or deferred exam applications. You should continue working on your assessment while your application is being processed.

Supporting documentation

All other applications will be processed as normal and will need supporting evidence.

You must provide relevant supporting documentation by scanning or photographing documents and uploading them to your online application form.

Applications won't be processed until your documentation is received.

The original supporting documentation must be available to be produced on request. Medical certificates must make it clear that your doctor thought you were unable to study.

Multiple assessment items

A separate application is required for each assessment item.

Further advice

Check our assignment extension , deferred exam and special consideration advice for full details on applying, including when to apply and requirements for supporting documentation.

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Enhancing the PGR Student Experience

Turnitin in Canvas is changing

Appropriate use of assignments, important steps to prepare, setup and grade assignments, prepare to create your assignment, instructional text, ensure that the grade posting policy is set to ‘manual’.

Hide Running Grade Totals

Create an Assignment Group for Each Assignment

Set up and Administration of Assignments

⬛ make the instructions clear and unambiguous.

⬛ Follow the detailed set-up outlined in the assignment checklist

⬛ Check the ‘available from’ and the ‘available to’ dates/times are set before publishing

Grading Submissions and Feedback

🔴 Canvas makes it easy to mark the student's work online. By following the guidance below you can easily view, grade and give feedback all within the Canvas 'Speedgrader' tool.

Watch the instructional video below or refer to the step-by-step guidance further below.

▶ Link to video guidance for step by step instruction on how to Grading Submissions & Feedback

⬛ Mark the Submissions in Canvas Speedgrader

The easiest way to grade submissions is to utilise Canvas Speedgrader. This will enable you to mark the submissions online without the need to download and manage the submissions.

◽ Step 1: In your Canvas course, select ‘Grades.’ Click on the ellipsis at the top of the relevant assignment column and select ‘Speedgrader’ (see image below).

◽ Step 2: In Speedgrader use the annotation tools (at the top of the screen) to mark the submission with specific ‘inline comments’ on the face of the student submission (see image below).

◽ Step 3: On the right of the screen give the submission a ‘grade out of 100’, view and use a rubric if applicable and give the submission some general comments/feedback (don’t forget to click ‘submit.’)

◽ Step 4: Once the submission is marked/feedback given, use the arrows (at the top right hand side of the page) to move onto the next student submission.

⬛ Release Grades/Feedback in Gradebook

As we have set the grade posting policy to manual, we will have to post the grades when we want to release them. To do this follow the steps below.

◽ Step 1: Select ‘Grades’ and then the column of the assignment you want to release. Click the ellipsis button and select ‘Post Grades‘. The ‘eye icon’ (signifying no visibility) on the assignment column will disappear once you ‘post grades’ to signify that the grades and feedback have been released and are now ‘visible’ to students. (see image below)

Appropriate use of Quizzes

If you are intending to use Canvas Quizzes during Semester 2 to support continuous assessment, there are some important considerations that you should take into account.  Good assessment design is imperative in addition to the use of question banks and question groups in Canvas to reduce the potential for concerns that may impact on the assessment process. If you do have a valid requirement to use Canvas Quizzes for continuous assessment / coursework which have been  scheduled outside of the formal examination period in May 2023 , please ensure you follow the guidance outlined below to avoid any potential pitfalls.

Important steps to create question banks, groups and question types in Quizzes

Considerations for use of quizzes for continuous assessment / coursework,   appropriate environment and equipment.

Will the students have the technical equipment and physical location available at the time of the quiz to complete it.  The use of a time-bound objective test type quiz relies on students having access to Canvas at the time of the quiz in an appropriate location with appropriate technology and appropriate connectivity. Please consider whether all students are likely to have all 3 of these when considering the use of Canvas Quizzes.

Alternative : Use Canvas Assignments to enable students to submit the answers to the same questions you intended to use in your Canvas Quiz to mitigate the risks outlined above.

  Assessment Design

Is the use of objective test questions such as MCQs appropriate to the learning outcomes of your course? If the learning outcomes of your course are focused on understanding, comprehension and application then it is difficult to test these using short form objective test questions. These types of questions will usually test knowledge and recall rather than understanding and application. If a student can conduct an internet search and easily find the answer to the question you are asking, for example; What is the capital of Mongolia?, then that question is likely to be knowledge based. If however the question was based on a scenario written by you, for example; Based on the scenario above which of the following ethical principles is under threat?, then this answer could not be easily ‘Googled’ and tests the application of knowledge. In higher education we are generally expecting understanding and critical thinking to be demonstrated so it is important to consider whether the questions in a quiz are appropriate for summative assessment.

Alternative : Use of Canvas Assignments to have students submit a longer, more considered piece of work that is related to the understanding of the content and authentic to their experience on the course.

  Quiz Integrity

Can the integrity of the Quiz be guaranteed? Related to point 1 above the students will easily be able to search out the answers online in the current situation if the questions in your quiz are ‘knowledge based’. In addition to this, there is the risk that students may collude to answer questions collectively. You can overcome the first of these issues by good assessment design as described above, but please consider the potential impact of the second of these when designing your quiz and consider the use of Question Banks and Question Groups in Canvas to reduce the potential for such concerns to impact your assessment if you feel a quiz is still appropriate.

Alternative : Careful construction of appropriate questions and use of Question Banks and Question groups.

Sending media, location and contacts

Instructional text,   create a question bank.

It is good practice to set up question banks first  BEFORE  creating the quiz. This is where all your questions are stored. This is a lengthier process than manually adding questions individually to a quiz, but the benefits are that your questions can be re-used multiple times for future use.

NOTE: The linked guidance above points out the difference between Canvas Quiz engines (Classic Quizzes) and (New Quizzes), but please ignore this as we have Classic Quizzes only in QUB.

Create a Question Group linked to a Question Bank

You can then choose to set up question groups to allow you to place multiple questions within a group for students to answer. Creating a question group randomises or shuffles questions within a quiz (which is useful if you are using quizzes for continuous assessments within a specified time period).

Once you have set-up your quiz, don’t forget to  Preview , before publishing as you can check how the questions are being pulled in from the groups.

NOTE:  The linked guidance above points out the difference between Canvas Quiz engines (Classic Quizzes) and (New Quizzes), but please ignore this as we have Classic Quizzes only in QUB.

Understand the variety of Question Types

  question types.

Step-by-step instructional guidance on how to create the variety of question types can be found via the Canvas Guides.

Browser and Computer requirements for Canvas

For best performance, Canvas should be used on the most recent release of Chrome, Firefox, Edge, or Safari. Because it’s built using web standards, Canvas runs on Windows, Mac, Linux, iOS, Android, or any other device with a modern web browser.  Link to further information on  supported browser and computer requirements  for Canvas.

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• Special circumstances

Sometimes life gets in the way of your studies. Depending on what your circumstances are and what you are seeking, you can apply for:

• an assignment extension
• special consideration
• a deferred exam
• a supplementary assessment
• withdrawal without academic and/or financial penalty

Assignment extension

Automatic 48-hour extension.

* Extension requests will open 48 hours before the assignment due date and close 48 hours after the due date.

Some units may not be eligible, please check your unit outline. 

If you have already applied for a Formal Extension, you cannot receive another 48-hour extension on top, however; if you apply for the 48-hour extension you can then apply for the formal extension if required. 

The 48-hour is included in your requested extension time (for example a student applies for a 7-day extension during their 48-hour (2 days) extension they will be granted an extra 5 days. 

Longer Extension 

Consider this option if you cannot submit your assignment on time due to special circumstances and need extra time to work on your assignment. Special circumstances include:

• Health conditions
• Family or personal circumstances
• Employment-related circumstances 
• Unavoidable commitments

You must apply for an extension on or before the assignment due date and provide supporting documentation to support your claim.

You must apply for an extension on or before the assignment due date.

Special consideration

Consider applying for special consideration if you have submitted – or plan to submit – your assignment on the due date but feel that your special circumstances reduced the quality of your work. If approved, QUT can choose to:

• reconsider the final unit grade.  But be careful, reconsideration of you grade does not guarantee an increase of your grade. QUT may choose to leave your grade unaltered after reconsidering it.  
• issue an alternative or additional assessment item.
• re-weigh your assessment.  Let’s say you have a 20% assignment, 20% quiz and a 60% exam, but special circumstances impacted your performance in the assignment. QUT may reduce the weight of the assignment to 0% and increase the quiz to 40%.
• give you a  late  assignment extension.  This outcome is only relied on where a student fails to submit an extension application on time due to extenuating circumstances.

Unlike assignment extensions, special consideration only applies to students who are experiencing:

• Health issues, except for minor illnesses that only lasted 1-2 weeks and occurred a week (or more) before the assessment due date; and
• Personal/family circumstances.

You must apply  on or within 3 days  of the assessment due date.

Deferred exam

Consider applying for a deferred exam if you are physically unable to attend your exam due to special circumstances and would like to sit your exam at a later date. You must apply  on or within 3 days  of your exam.

Also keep in mind that:

• You cannot defer an already deferred exam.  If you extenuating circumstance are present the day of your deferred exam, attempt your exam where you are able to and apply for special consideration.
• You cannot defer your exam if you attended it, regardless if you left early or not.  The most you can do in this scenario is apply for special consideration.

Supplementary Assessment

Consider applying for supplementary assessment (’supps’) if:

• You failed a unit with a grade of 3; and
• You would like a second chance at passing the unit; and
• This unit is  not  a designated unit; and
• one of your final 96 credit points (for students in a degree that is 3 years or more fulltime); or
• one of your final 48 credit points (for students in a degree that is less than 3 years fulltime.

Students may be granted supplementary assessment in a limited number of cases where a grade of 3 has been achieved. This limit is such that the maximum number overall in a course is:

• two in the final 96 cp in coursework programs of three or more years full-time duration or equivalent, or
• one in the final 48 cp in coursework programs of less than three years full-time duration or equivalent.

Withdrawal without academic and / or financial penalty

Consider applying for  withdrawal without academic and/or financial penalty  if your special circumstances

• caused you to fail a unit; or
• forced you to withdraw from a unit after the census date;  and   you would like QUT to
• wipe the fail grade from my academic record; and/or
• waive any obligations to pay the unit’s tuition fees.

You  must  provide independent supporting documentation to prove to QUT that:

• These circumstances must have:
• made its full impact on your academic performance or after the relevant census date for that teaching period;
• made it impracticable for you to complete the unit that semester
• been beyond your control; and
• been severe, uncommon and abnormal for you.
• You have 12 months to submit this application, counting from day you completed or withdrew from the unit.

Download and read our Withdrawal Without Penalty Checklist and Student Guide to determine your eligibility to apply for special circumstances.

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Extenuating Circumstances: a guide for students

This is a guide for Queen Mary students on undergraduate or postgraduate taught programmes on how to apply for what are known as ‘Extenuating Circumstances’.

Postgraduate research students who are interested in applying for more time to complete elements of their studies are advised to contact the Research Degrees Office .

What does ‘extenuating’ mean?

There are times in everyone’s life when things happen unexpectedly. Sometimes these unexpected events mean that our daily routines or plans are thrown off course, which may mean that we cannot do the things we intended to do.

As students, we might have a coursework or assessment deadline that we have every intention of meeting, but something beyond our control may mean that we can no longer meet that deadline. For example, we might break an arm playing football a few days before an important exam or coursework deadline. This is where the University’s ‘Extenuating Circumstances’ process can help.

The word “extenuate” has its origins in a latin word that means ‘to make thin’ and has come into the English language as a word that infers someone’s individual circumstances are taken into account when assessing their situation.

Queen Mary defines Extenuating Circumstances as follows:

"Extenuating circumstances are circumstances that are outside a student’s control and which may have a negative impact on a student’s ability to undertake or complete any assessment so as to cast doubt the likely validity of the assessment as a measure of the student’s achievement."

** Other universities use terms like mitigating circumstances to describe situations like this, but essentially ‘extenuating circumstances’ are those that are unforeseen and beyond your control.

What evidence do I need?

When you start your Extenuating Circumstances claim on MySIS, the second section allows you to select the claim type as either ‘Standard Claim’ or ‘Self-Certification’. 

(The claim type cannot later be changed - if you selected the incorrect type you will need to delete your claim and start a new one)

Self-certification

The Extenuating Circumstances policy states that as an alternative to providing evidence relating to a claim, each student is entitled to submit up to three self-certified claims per academic year (NB: each individual claim can relate to multiple assessments/modules), which involves providing details of the extenuating circumstances without the provision of documentary evidence.

Each self-certification can cover a period of up to seven calendar days -  this is the maximum amount of time that each instance of self-certification can cover .

From the 2022-23 academic year it is not permitted to use consecutive self-certification applications, that is, you cannot claim for two back-to-back seven-day periods using self-certification. Also, you cannot normally use a self-certified application more than once for the same assessment.

Some Schools / Institutes may allow assessment submission extensions as an outcome of approved Extenuating Circumstances. Where a School / Institute does allow extensions and agrees to grant one, the extension cannot be for more than seven days when it is granted on the basis of a self-certified application.

Consideration and potential acceptance of such claims will still fall to the academic department (i.e. the School or Institute) in which you are taking your modules.

If you have exhausted your allocation of three self-certificated claims per year, or if you have evidence or documentation that supports your application, you can upload evidence to support your application onto MySIS.

Evidencing your application for Extenuating Circumstances

The following summary provides some examples of appropriate evidence that students can use to support their Extenuating Circumstances application:

Serious illness or injury - Medical certificate (e.g. a ‘fit note’), hospital admission certificate, report from a qualified medical professional.

Unforeseen personal difficulties - A written statement from an external professional, e.g. a psychiatrist, or someone appropriate from within university wellbeing services.

Disability / long-term condition - Some students will have a long-term condition or disability that results in periodic flare-ups, or episodes, that are part of the condition but unpredictable in nature. While students with such conditions will need to apply for Extenuating Circumstances to request extensions, etc. they may be able to ask their Disability Adviser (based in the Disability and Dyslexia Service) to add something to their Student Support Summary which means they do not have to produce fresh medical evidence with each application.

Some disabled students may wish to discuss the possibility of requesting an alternative assessment should they find themselves in a situation where a particular form of assessment is proving problematic. 

Serious illness or death of an immediate family member or close friend - Appropriate medical evidence, copy of a death certificate.

Victim of crime - Police report, crime reference number.

Legal proceedings requiring attendance at court - Supporting evidence from a court or solicitor.

Jury service - Anyone who is normally resident in the UK can be asked to perform this public service. In some circumstances it may be possible to delay your jury service. If you receive a letter asking you to do jury service, please discuss this with your Student Support Officer or Academic Advisor immediately to help you decide if you should apply to delay it.

PLEASE NOTE - all evidence submitted in support of your Extenuating Circumstances application MUST be in English. If your evidence is not in English, it is your responsibility to obtain a certified translation.

Can I submit without evidence?

If you are unable to supply evidence when making an Extenuating Circumstances claim you can indicate that you will supply it later. You will be able to supply this evidence later on the Extenuating Circumstances page of MySIS.

You will have 14 days from the point of the request to supply the evidence and your deadline will be made clear when you submit the request.

You will also receive an email reminder after 7 and 12 days if you have still not submitted the evidence.

If you do not submit within 14 days your request will automatically be rejected and you would need to make a new request.

Please be advised that if your department has an internal deadline for their Subject Exam Board this will take precedence.

What would not be considered an Extenuating Circumstance?

Broadly, something is not extenuating if it can be predicted, or expected. Coursework deadlines are set in advance, students are advised to look at the information on their QMplus module pages / course handbooks regarding assessment deadlines and plan accordingly.

The following list is not exhaustive, but gives some examples of common queries from students that would not be considered as appropriate claims for Extenuating Circumstances:

• Academic workload, e.g. multiple deadlines.
• Employment commitments.
• The observance of a religious festival or holy day is not an Extenuating Circumstance. You should plan your work to take into account participation in religious services and other forms of observance.  Students wishing to notify the University of any religious reasons which may affect their ability to sit examinations on specific dates should complete the religious holiday notification form available from your academic school office or, for formal examinations, the Exams webpage .
• Long-term personal issues.
• Long-term health issues in and of themselves are not considered to be an Extenuating Circumstance, although the University accepts that some long-term conditions and disabilities will involve periodic flare-ups or episodes and these can be evidenced using a Student Support Summary through the Disability and Dyslexia Service (see the section on evidencing your Extenuating Circumstances).
• Specific learning differences or mental health diagnoses are not in themselves considered Extenuating Circumstances. Students are advised to take up the support available from our student wellbeing services, e.g. the Disability and Dyslexia Service and the Advice and Counselling Service in order to access specialist support to enable them to cope with the impact of their condition(s) on their academic workload. For example, a student with dyslexia or ADHD can access specialist one to one study skills support to develop time management strategies.
• Technical issues such as internet connectivity, may not be accepted as an Extenuating Circumstance. For example, if students are allocated extended periods of time to complete a take-home / online assessment these assessments are designed to factor in any issues with broadband speeds or connections dropping. As with other areas of guidance, we would encourage students to factor in enough time to cope with any issues associated with uploading documents or completing online tasks.
• Travel disruption: delays to buses, trains and other forms of public transport would not normally be considered Extenuating Circumstances; students are advised to allow plenty of time to travel to campus for exams and other in-person assessments.

If you feel that your ongoing health or personal circumstances are making it difficult for you to manage your studies, you may need to consider taking a break from your programme. This is called an ‘Interruption of Study’ and basically means that you ask the University for permission to take a break from your studies and return in the future when your health or your personal situation is more manageable.

Refer to the Advice and Counselling Service how to request an interruption of study guides covering the practical and financial implications of doing so, including guides for undergraduate home and EU students, for postgraduate home and EU students, and for international students.

How to apply

The Extenuating Circumstances task on MySIS allows you to register extenuating circumstance claims against assessment elements/modules where it is felt that illness or other circumstances led to non-attendance or non-submission. The task can be found on MySIS under its own section entitled ‘Extenuating Circumstances’. Any student registered for assessments will automatically have access.

• Log in to your MySIS account and click on ‘Extenuating Circumstances’ in the menu bar at the top of the screen. This will bring up a summary showing your personal details, details of your programme and various headings denoting different stages of the claim process. 
• Click on the ‘New Claim’ button. 

To help you navigate the claim process there is PDF 'Extenuating Circumstances Student Guide' which can be found on the MySIS Extenuating Circumstances home page. 

In most cases Extenuating Circumstances claims should be made by students themselves, but it is possible for your home department to create a claim on your behalf if necessary. This should only ever be done on your request and based on evidence/self-certification details that you have provided.

What happens if I make a mistake?

Once you have submitted your claim you are not able to make any changes.

Your department can amend the assessment details (including add/removing assessments, amending deadline dates and the impact) and also upload additional evidence on your behalf. If you wish to make this kind of change please contact your department with the details.

Any other type of change would not be possible and as such the request would need to be rejected and you would need to submit another.

When submitting a claim it is important that you take time to check all the details are correct and accurate in order to prevent any delays to the processing of your request.

Local Guidance: Faculty of Humanities and Social Sciences

While some students are based solely in one School, many students at Queen Mary are following a joint honours programme or are taking different modules in different Schools. For example, Associate students typically pick a suite of modules from three or more Schools. When submitting an application for Extenuating Circumstances you need to follow the process for the School that the module belongs to.

As such, it is advisable to consult with the guide produced by the  School or Institute who deliver the relevant module before submitting a claim for Extenuating Circumstances, as there are some differences between the Schools in how the claims are organised. Links to the guides for each School can be found below:

School of Business Management

Students in the School of Business Management can find details of how to apply for Extenuating Circumstances on the School’s QMplus page.

School of Economics and Finance

The Extenuating Circumstances guide for post graduate students studying in the School of Economics and Finance can be found on the undergraduate 'Info Zone'.

School of English and Drama

The School of English and Drama (SED) Extenuating Circumstances policy and EC claim guidance can be found in the relevant (UG or PGT) Student Handbook via QMplus. If you are a student taking a SED module and have an EC claim query please refer to the SED Student Handbook on QMplus in the first instance.  

School of History

Students in the School of History can find details of how to apply for Extenuating Circumstances on the School’s QMplus page.

School of Geography

Post graduate (taught) students studying in the School of Geography can find guidance on applying for Extenuating Circumstances on the Masters Information Zone on QMplus under the Teaching and Learning tab.

School of Languages, Linguistics and Film

Students studying in the School of Languages, Linguistics and Film (SLLF) can find guidance on applying for Extenuating Circumstances in the relevant chapter in the SLLF Student Handbook and on QMplus. Student can also ask their Advisor,  Module Organiser, the Student Support team ( [email protected] ) or the Senior Tutor ( [email protected] )

School of Law

Students based in the School of Law can apply for Extenuating Circumstances by following the instructions in the School of Law handbook.

School of Politics and International Relations

Students in the School of Politics and International Relations can find details of how to apply for Extenuating Circumstances on the School of Politics and International Relations QMplus page .

Local Guidance: Faculty of Medicine and Dentistry

While some students are based solely in one Institute, many students at Queen Mary are following a joint honours programme or are taking different modules in different Institute. For example, Associate students typically pick a suite of modules from three or more Institutes. When submitting an application for Extenuating Circumstances you need to follow the process for the Institutes that the module belongs to.

As such, it is advisable to consult with the guide produced by the School or Institute who deliver the relevant module before submitting a claim for Extenuating Circumstances, as there are some differences between the Institutes in how the claims are organised. Links to the guides for each Institute can be found below:

Barts Cancer Institute

Barts Cancer Institute students are advised to consult the Student Handbook on the Barts Cancer Institute QMplus Home Page.

The Blizard Institute

Students in the Blizard Institute are advised to consult their home QMplus for any specific guidance on how to apply for Extenuating Circumstances.

Institute of Dentistry

Students based in the Institute of Dentistry can find information on how to apply for Extenuating Circumstances on the Institute of Dentistry QMplus page .

Institute of Health Sciences Education

Students based in the Institute of Health Sciences Education should refer to chapter 9 in the MBBS handbook for specific information in relations to applying for Extenuating Circumstances.

William Harvey Research Institute

Students based in the William Harvey Research Institute are advised to consult their home QMplus for any specific guidance on how to apply for Extenuating Circumstances.

Wolfson Institute of Population Health

Students based in the Wolfson Institute of Population Health are advised to consult their home QMplus for any specific guidance on how to apply for Extenuating Circumstances.

The Centre of the Cell

Students based in the Centre of the Cell are advised to consult their home QMplus for any specific guidance on how to apply for Extenuating Circumstances.

Local Guidance: Faculty of Science and Engineering

School of biological and  behavioural sciences (undergraduate).

Undergraduate students based in the School of Biological and Behavioural Sciences can find advice about their School’s Extenuating Circumstances processes on this QMplus page. Or refer to the SBBS Postgraduate information page .

School of Electronic Engineering and Computer Science

Students based in the School of Electronic Engineering and Computer Science should apply for extenuating circumstances (EC) claims on MySIS. For more information please contact the Student Support Officer.

School of Engineering and Materials Science

Students based in the School of Engineering and Materials Science should apply for extenuating circumstances (EC) claims on MySIS. You need to submit a claim within 3 days of your coursework deadline or missed lab session for this to be considered.  

Please see the SEMS Student Handbook and the SEMS QMplus Landing Page for further details including: 

·        How to apply for authorised absence from a lab

·        Likely adjustments to be made for coursework

·        Deadlines for application for examinations

School of Mathematical Sciences

In the School of Mathematical Sciences UG Student Handbook , on the right-hand side of the page you’ll find a ‘Table of Contents’ with all items included in the handbook, the EC section is under ‘Absences and Extenuating Circumstances’. Throughout the academic year we send students reminders about the EC process and dates particularly in the lead up to the deadlines for ECs. I’ve attached the information we send to students in case you find it useful. 

School of Physical and Chemical Sciences

Students studying in the School of Physical and Chemical Sciences can find guidance on how to apply for Extenuating Circumstances on the ‘Info Zone’ on their QMplus pages. 

The School also sends this information as an email to all students in weeks A1 (Intro to Extenuating Circumstances), A11 (a reminder for the Semester A deadline), January examinations, week B1 (with deadlines), B11 (reminder), as well as the May examinations.

Materials Research Institute

Students based in the Materials Research Institute are advised to consult their home QMplus for any specific guidance on how to apply for Extenuating Circumstances.

Local Guidance: Science and Engineering Foundation Programme

Students on a Science and Engineering Foundation Programme should claim for Extenuating Circumstances, (ECs) via MySIS. ECs should be submitted within 2 days of the assessment deadline.

The maximum extension for a self-certify claim is 7 days from the assessment deadline, therefore an EC should be submitted as close to the assessment deadline as possible to maximise the extension.

For more information, please refer to the Science and Engineering Foundation Year Handbook, visit the Foundation QMplus page , or contact the Foundation team at [email protected] for more information.

Who can I contact for help in applying for Extenuating Circumstances?

The best people to support you in applying for Extenuating Circumstances will be the supporting staff in your School or Institute; these are usually known as Student Support Officers .

If you are taking modules outside of your home school you need to be aware this advice may be different, you will need to follow the policy of the school which the module sits in, and therefore you should get in contact with the SSO from that school or refer to that School’s information zone and EC policy. You can find a list of the student support contacts and may also wish to discuss your situation with your Academic Advisor.

The ‘Fit to Sit’ policy

Queen Mary University of London has a ‘fit to sit’ policy, which applies to all assessments. This means that if you sit an exam or submit an assignment, you are declaring yourself fit to do so.    Being ‘fit’ generally means that you are feeling well and functioning effectively. Therefore, if you are feeling unwell because of medical or personal difficulties, you should not sit an exam or submit an assignment.    If you take an exam or submit an assignment knowing that you are unwell, you will not normally be able to successfully claim Extenuating Circumstances. There are very limited circumstances in which a student can make a successful extenuating circumstances claim after having gone ahead and sat an exam or submitted an assignment knowing they were unwell. This would normally be limited to situations where a student was so unwell that they were unable to recognise or determine their own ill health, and medical documentation would need to be provided to confirm this.

If you decide not to sit an exam or submit an assignment because of Extenuating Circumstances, you must submit a claim in the usual way. If you attend an exam and fall ill during it and do not feel able to continue, the invigilators will make a record of the incident. You may submit a claim for Extenuating Circumstances, but this will only be accepted if you were ‘fit to sit’ on entering the venue but – for unforeseen reasons – became ill during the examination. 

In these circumstances, any work completed up to the point at which you left the venue will become null and void, irrespective of whether the Extenuating Circumstances claim is subsequently upheld; you will be treated as if you had never attended the examination and offered the chance to take the examination again as a ‘first sit’. This could be in the Late Summer Resit period – this is usually in August – or possibly the following academic year if this happens during a resit exam. 

What academic assessments are Extenuating Circumstances considered for?

Students can submit an application for Extenuating Circumstances for any form of assessment, including examinations (both in-person and online).

How and when will I find out if my extenuating circumstances claim has been accepted?

The role of making a final decision on whether a claim is accepted or not falls to your home school when the Subject Exam Board meets - this happens after the exam period. If you are studying a single honours subject ‘home school’ just means the School you are based in, e.g. Law or Mathematics.

Your home school is the school responsible for the programme you are enrolled on. In the majority of instances, the school responsible for the module being claimed against and your home school will be the same. There will, however, be instances where the two are separate schools, in which case the module owning school will assess the claim first and pass their comments on to your home school who will then confirm the claim for EC sub-board consideration. (The exception to this is if you are an Associate student, in which case the claim is dealt with exclusively by the module owning school.)

Students will be informed of the decision of the Subject Exam Board by email after the board has met.

What happens if my claim for Extenuating Circumstances is not accepted?

Should your Extenuating Circumstances claim not be accepted the module owning School or Institute will provide more information about next steps.

If your claim for Extenuating Circumstances is rejected then you will receive a zero mark as if you had not submitted any of the work – this will then count as one of your attempts.

If you are absent from your assessment, or if you take the assessment and fail, you will be given a mark of ‘zero fail’ for the exam. You will have the opportunity to re-sit the exam (as long as you have not exhausted all of your attempts), but the maximum mark you could get for the module will be ‘capped’ at the pass mark (40.0 for most undergraduate students and 50.0 for taught postgraduates).

You cannot re-sit assessments or modules that you have already passed in order to improve your marks.

Students can appeal against a decision not to accept their Extenuating Circumstances application.

Please note – an Extenuating Circumstances decision is not official until your marks have been confirmed by the relevant examination boards. If you wish to appeal an Extenuating Circumstances decision, you can only do so AFTER your official results have been confirmed and released to you. You will have 14 calendar days from the date your results are released to you to submit an appeal.

If you feel that there has been a procedural error in the consideration of your claim, or if you believe that there are exceptional circumstances which meant that you were either incapable of making a claim, or that there were relevant details to the claim that you could not have known at the time, you can submit an appeal .

Students may also benefit from accessing the Academic Advice Service in Queen Mary Students' Union , who offer a independent, free and confidential service to all Queen Mary students.

I’ve read this guide, but I would still like some support. Who can I contact?

In addition the support staff within the School or Institute that you are based in, e.g. the Student Support Officer(s) , the university has lots of departments and services that offer students support.

Student Wellbeing services such as the Advice and Counselling Service and the Disability and Dyslexia Service, support thousands of Queen Mary students.

Academic Advice Service, Queen Mary Students’ Union

This service can give you independent advice about your extenuating circumstances claim. You can also get independent advice about your rights and entitlements under the university’s regulations and procedures. To get advice, you need to go to  the Academic Advice Services web page  and fill out the Academic Representation Form from that page, and then email it to the address on that page.

QMSU Academic Advice Service Students’ Union Hub Mile End Campus Tel: 020 7882 8042

Students sharing living space with others can sometimes experience conflict or disputes which can have a significant impact on their emotional wellbeing. Queen Mary provides a support service for students living in university residences, to help mediate in these circumstances so that any negative impact on academic work and personal wellbeing can be avoided or reduced. If you are experiencing problems in university residences, contact the Residential Support service as soon as possible so that a remedy can be found.

Residential Support Residences Reception France House Student Village Mile End Campus Email: [email protected]

Welcome to the official CQUniversity Student Blog – CQUniLife. This blog follows the experiences of a diverse group of CQUniversity students from different countries, studying various programs and at various campuses throughout Australia.

Understanding Assessment Extensions

Everyone knows that sometimes life throws unavoidable curve balls that get in the way of completing assessments. For some, applying for an extension may be considered as failing or they may feel like they are not meeting expectations – this is not the case!

Our Student Accessibility and Equity team have explained assessment extensions and shared why you should not be ashamed of asking for an extension.

It is week 5 of term, and you have deadlines looming.

The term has not gone as planned.

You know you can apply for an assignment extension if needed. But you do not apply as you do not want your academics to think less of you. You spend the next week pulling all-nighters. You get your assignment in a day late, but it is rushed, you are exhausted, you will receive a late penalty, and for the next week, your health is impacted as a direct result.

This is a common occurrence for students and our Student Accessibility and Equity team are here to break down this notion. Know that your health is a priority and CQUni is here to support you throughout your time at university.

Academics want you to succeed, and to enjoy learning. You will not get in trouble or have academics think less of you by asking for an extension.

In fact, the Assessment Policy and Procedure exists for that reason. Because life happens, especially when you are managing ongoing health challenges. It may be disappointing for you to delay the submission of your assignment, but it is crucial to allow yourself to re-frame timelines. We are all people, and sometimes as people, we need a little extra time to complete tasks, and there is no shame in asking for help.

Did you know, with appropriate supporting documentation and approval from your School’s Deputy Dean of Learning & Teaching, you can get an extension up to 4 weeks? Of course, you may just need an extra day or two, and in those situations, your Unit Coordinator can approve that.

Your Unit Coordinator can authorise up to 14 days, and you can be granted an extension, and if you need extra time, you can apply again. Just keep a note of the 4-week limit and the supporting documentation requirements.

To apply for an extension, visit your unit’s Moodle site, click on the Support tab at the top, select the assessment extension request and pick the assessment you need the extension on. Attach your documentation, note your reasons for applying for the extension in the available comment box, and then submit. It is that easy, but if you get stuck, you can review Moodle’s student help guide to applying for assessment extensions.

If you have more questions about the process or support available or have ongoing health concerns that you would like to discuss, you can contact the Student Accessibility & Equity Service on 07 4930 9456 or email [email protected] . 

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Ask a Professor: How to Ask for an Extension on a Paper

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• Review the syllabus or assignment to ensure you understand the professor's extension policy.
• Whether you're facing a scheduling conflict or an emergency, explain your situation clearly.
• If your extension request is denied, determine how you can still turn in your best work.

A few years ago, a student raised his hand with a question about the deadline for submitting final papers in my senior seminar class. "Now, is the paper due midnight East Coast time or midnight West Coast time?" he asked earnestly.

I responded that if he provided proof he was on the West Coast, I'd happily accept papers until midnight Pacific time — I wasn't planning to stay up late to watch the essays roll in either way. That set off a full week of students photoshopping their faces onto images of California beaches and Disneyland. In the end, every student submitted their paper on time.

Most of the time, students ask for more than a three-hour extension. And most of the time, professors happily grant extensions on papers. But how should you ask your professor for an extension on a paper?

The Basics of Asking for an Extension

Before approaching your professor, read the syllabus or review the assignment. Most professors lay out their policies on extensions in either the instructions for the paper or the course syllabus, which functions as a contract between the instructor and the student.

Policies on extensions vary widely. Some professors refuse to offer extensions for any reason. In those cases, try to avoid missing the deadline or review the late penalty to see whether you're willing to take the hit to your grade.

Policies on extensions vary widely. Some professors refuse to offer extensions for any reason.

Some professors offer extensions on a case-by-case basis, while some may require a doctor's note or other proof that you can't meet the original deadline.

Other instructors set deadlines for papers but do not apply late penalties. Still, don't take that as an invitation to miss the deadline. Even in these cases, students should let their professors know if they need an extension.

In terms of how to ask for an extension, it's generally best to make the request over email. That way you have a paper trail of your request and your professor's response.

How to Raise Your Chances of Securing an Extension

Professors will more likely grant an extension if you approach them early on in the term, which requires planning ahead. For example, if you know at the beginning of the semester that you have three papers due the same day, consider approaching your professor to ask for an extension even though the paper isn't due for several weeks.

If, on the other hand, an emergency comes up that requires an extension, reach out to your instructor as soon as possible. Explain the circumstances and be specific about what you need. Are you requesting a one-day extension? A week? Or an indefinite extension?

Understand that professors will more likely grant your request if you ask for a shorter extension.

Tips for Requesting an Extension

• Check Circle Read the syllabus or assignment
• Check Circle Ask your instructor as early as possible
• Check Circle Reach out via email with a specific request
• Check Circle Ask for a shorter extension if possible
• Check Circle Demonstrate your commitment to the class

Be sure to show your professor that you aren't asking for an extension simply because you ran out of time — even if that's partly true. Demonstrate your commitment to the class by including a rough draft of your paper or a description of your topic in your extension request. You can also offer to come to office hours to discuss the extension in person.

Make sure to stay engaged in the class in other ways, too, such as by participating in discussions and meeting all other deadlines.

Sample Emails Asking for an Extension

Emailing a professor can feel intimidating, but using a template can make the process easier. In any email to an instructor , you should always include your name, your class or section number, and a clear question or request. You should also write professionally, and make sure to address your professor at the beginning of the email.

Students often ask for an extension because of deadlines in other classes, exams, work or career development events that overlap with the deadline, and last-minute emergencies. Whatever the reason, you don't need a long explanation of your circumstances — just quickly mention the conflict and request an extension.

The sample emails below should give you a clearer idea on how to ask for an extension on a paper.

• Collapse All

Sample Email for School-Related Extensions

Dear Professor Walker,

My name is Kellen Brown, and I'm in your 10 a.m. American politics class. In reading the syllabus, I notice the second paper is due on March 3. I have two other papers due that same day for other courses.

Would it be possible to request a one-week extension on the deadline and turn the paper in on March 10 instead? If you don't grant extensions, could I receive the paper topics early so I can start working on it in advance?

Thank you, Kellen

Sample Email for Work-Related Extensions

Dear Professor Johnson,

My name is Stephanie Pritcher, and I'm enrolled in your 2 p.m. seminar on 19th-century British literature. Our first paper is due the same week as a major presentation at my work. Do you offer extensions on papers? I see in the syllabus that late papers receive a grade penalty, which I'd like to avoid. If you offer extensions, I could turn in the paper on Tuesday, April 20, instead of Friday, April 16.

Thank you, Stephanie

Sample Email for Emergencies

Dear Professor Prakash,

My name is Sandra Lassiter, and I'm in your 11:30 a.m. history 201 class. Because of a family emergency, I will be out of town this weekend without my research materials for the paper due on Monday. Would it be possible to request a three-day extension and turn in my essay in class on Thursday? I'm attaching my outline and rough draft to show the progress I've made on the paper so far.

Thank you, Sandra

What If You Don't Get the Extension?

Most professors understand that students are human, with lives and jobs outside of class. And most professors will gladly approve an extension. But sometimes professors say no. So what if you don't get the extension?

If it's just days (or even hours) until the deadline, research the late penalty and decide whether it's better to turn in the paper late or rush to meet the deadline. Always turn in your best work possible and avoid the temptation to plagiarize, which will only cause more problems down the road.

If you've planned ahead, you have several options. You can rearrange your schedule to make time to write the paper, ask the professor for the paper topics in advance, or ask for extensions in your other classes instead.

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Exceptional circumstances

Find out how changes to Type B requests affect your applications

Changes to Type B requests

We hope that your time here at Oxford Brookes University will be happy and productive. However, we recognise that unfortunately sometimes our students can experience serious personal difficulties which can affect their ability to study or undertake assessment.

The University has a procedure in place for students who are experiencing exceptional circumstances that are affecting their ability to study or undertake assessment.

Information and advice

Exceptional Circumstances Procedure

Submitting an application

Support and further information

What are exceptional circumstances?

The University considers an exceptional circumstance to be:

• personal circumstances that are out of the control of the student; and
• that the student could not reasonably have prevented or accommodated; and
• they must have had a significant and demonstratively negative effect on the student’s ability to study or undertake an assessment.

Additionally, the timing of the circumstances must be relevant to the affected assessments and/or period of study. 

All elements must be met in order to substantiate an application for exceptional circumstances. 

Types of assessment

Assessments at the University take many forms but in terms of exceptional circumstances, they fall broadly into 3 categories:

• deadline assessments - assessments not taken under controlled and timed conditions such as essays, assignments and placements.
• non-examined event assessments - assessments taken under controlled and timed conditions such as, tests and presentations.
• examined event assessments - formally examined assessments taken under controlled and timed conditions such as exams.

You can apply for extensions or resits on deadline assessments, or an opportunity to take an event assessment again at a later date. To do this you will either need to make a Type A, Type B, Type C or Type D application.  For more information, please see the Exceptional Circumstances Procedure .

Is it an exceptional circumstance?

Not all events which disrupt your ability to progress with your studies will be considered as exceptional circumstances. Everyday life is full of unforeseeable events and incidents which we expect students to manage on their own, in preparation for professional working life. Unexpected illnesses or events do not automatically lead to academic underperformance. Therefore, it is important that you consider whether your circumstance meets all of the criteria to satisfy the University's exceptional circumstances definition before making an application.

Exceptional circumstances - normally considered (with the appropriate evidence)

• Bereavement of a close relative or friend
• Significant short-term illness of a student, such as flu, COVID-19, food poisoning, etc.
• Serious illness or medical condition of a student, including breaks and serious sprains
• Serious illness of a close relative
• Hospitalisation
• Victim of a crime
• Serious personal disruption, such as divorce, burglary, assault, jury service, etc.
• Acute personal/emotional circumstances which have a significant impact on a student's emotional and mental wellbeing.
• Pregnancy-related illness and stress

Exceptional circumstances - not normally considered

• Weddings and associated travel arrangements
• Academic deadline pressures, e.g. multiple deadlines, time mismanagement, general exam stress 
• Deleted work/ not-backed-up work or other computer failure
• Uploading the incorrect assignment, mis-reading assignment deadlines or forgetting to submit an assignment on time
• Domestic events such as home moves, family celebrations, holidays or other events where you are aware of the date well in advance and are therefore expected to make the necessary adjustments to meet your deadlines
• Pregnancy and childbirth in and of themselves
• Sporting commitments, in relation to deadline assessments 

More information about specific circumstances

See What are exceptional circumstances for more information about specific circumstances such as:

• Bereavement or traumatic events
• Exceptional circumstances and the cost of living crisis
• IT problems
• ADHD medication
• Sports commitments

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BSc | Undergraduate

Architecture.

• Course content
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Professionally accredited by RIBA, ARB and LAM Queen's University, as part of the Russell Group, is one of the best places to study Architecture in the UK. Supported by a diverse group of academic staff and external tutors engaged in international, award-winning research and practice, over 80 per cent of our students regularly graduate with a 1st Class or 2.1 degree. All students, many of whom come from outside Northern Ireland, receive a high degree of personal tuition in a strong studio culture in which every student has dedicated personal studio space. Our established reputation generated over 50 years means that our graduates are often placed with leading employers from around the world. They are those who will be leaders in their fields, creatively rethinking the past, present and particularly the future of the built environment. ART PORTFOLIO: Candidates who do not have an acceptable Art qualification may be invited for a portfolio interview. Guidance for applicants preparing an art portfolio can be found at http://go.qub.ac.uk/k100portfolio ACADEMIC LITERACY FOR BSC ARCHITECTURE An optional, complementary module for non-native speakers of English. Designed to support English language and academic skills development with a focus on specific academic skills related to the students' area of study.

Architecture highlights

Professional accreditations.

This is a Russell Group University Architecture Part 1 degree that is accredited by the Royal Institute of British Architects (RIBA) and Architects Registration Board (ARB) in the UK as well as the Board of Architects Malaysia (LAM). www.architecture.com www.arb.org.uk www.lam.gov.my www.architecture.com

Career Development

BSc Architecture has strong links with RIBA, ARB, RSUA (Royal Society of Ulster Architects) and RIAI (Royal Institute of the Architects of Ireland). Practicing architects join studio tutors on a weekly basis. We also have our graduates working in international practices in the UK and beyond. Through these collaborations, our students are well placed in terms of career development.

Student Experience

The programme attracts local, national and international students; friendships and architectural collaborations last well beyond the duration of the course. In Queen's, architecture studio culture and peer learning are established early on. Each year group has their own studio space and each student gets a desk. Students enjoy living in Northern Ireland with easy access to Britain, Europe and America. They find Belfast affordable and safe, and they engage in outdoor activities.

Global Opportunities

Erasmus student exchange IAESTE work placement www.erasmusprogramme.com www.iaeste.org www.erasmusprogramme.com

Industry Links

Queen's Architecture has strong links with a wide range of industry partners through teaching and research at local and global level. Students are tutored by practicing architects as well as experienced scholars. They are equipped with professional skills that prepare them both for practice and the application process.

Further Study Opportunities

BSc Architecture is the first step of a three partite education, and we offer a variety of postgraduate courses. After the practical experience year out, our graduates can apply for the Master of Architecture (MArch) and then continue their education via Architecture Part 3. We also have PhD opportunities.

NEXT Course content

Course Structure

Introduction.

'Creativity with Purpose' is the basis of Architecture at Queen's. Students explore design in a studio environment, contextualised by courses in history/theory, technology/environment and professional practice. The course is modular in structure, allowing students to learn and develop their skills through an extensive range of topics, which grow in complexity throughout Stages 1, 2 and 3 of the degree. Topics include: History and Theory of Architecture Students are introduced to the historical and theoretical backgrounds to Architecture by exploring key buildings and spaces, as well as significant principles, texts and thinkers. Architectural and cultural theory, produced by both architects and theorists, are introduced and explored. Students are also provided with a platform for the development of skills, including research methods, essay writing and critical thinking. Architectural Design and Communication Students learn about architectural design and representation through design-based projects, which vary in scale and complexity as the course progresses. The urban physical context and the critical thinking processes in relation to the built environment and design are explored. Students also learn about structures and materiality and the importance of architectural communication, using mixed graphic media. Research of architectural precedents and presentation of analytical studies both verbally and in the form of models and drawings are key features. Technology and Environment Students learn the principles of building technology, including structural behaviour, building construction and materials, within the context of the building process, sustainability, and the use of descriptive and performance specifications. The topic also deals with the environmental performance of buildings and the use of passive design strategies where natural light, heat and ventilation are used to inform the design of buildings, their forms and structure. Students have four modules they need to pass each year, and the degree result is cumulative, with 10, 30 and 60 per cent for Stages 1, 2 and 3, respectively. Architecture sits in the School of Natural and Built environment, with Planning, Geography, Archaeology and Civil Engineering. This gives Architecture students the chance to collaborate with the students of these disciplines on design or technology projects.

Stage 1 focuses on our belief that our students benefit from a smooth transition into university, and thus we strongly support students in learning to draw architecturally, make models and to begin the process of forming and communicating positions on Architecture. Stage 1 modules are outlined below: Technology and Environment 1 History and Theory of Architecture 1 Architectural Design and Communication 1(i) Architectural Design and Communication 1(ii)

Stage 2 acts as a laboratory for testing creative and critical ideas and the process of creating. We continue to support students' increasing levels of confidence and independence through developing more complex architectural skills and understanding of technology. Stage 2 modules are outlined below: Technology and Environment 2 History and Theory of Architecture 2 Architectural Design and Communication 2(i) Architectural Design and Communication 2(ii)

Students in this Stage are both speculative thinkers and accomplished designers, able to deliver detailed, resolved proposals. They operate independently, drawing on previous learning and personal interests. In this final year, they consider the many possible career paths presented to them over the course of their studies. Stage 3 modules are outlined below: Technology and Environment 3 History and Theory of Architecture 3 Architectural Design and Communication 3(i) Architectural Design and Communication 3(ii)

People teaching you

Natural and Built Environment Clare is a Chartered Architect, lecturer and programme director in Architecture. She teaches architectural design studio, and architectural Technology and Environmental studies for architecture. Her research focuses on architecture and planning in post conflict cities, specifically, city planning, architectural design, spatial practices, socio-spatial integration, and community participation in the design process.

Contact Teaching Hours

Small group teaching/personal tutorial.

1 (hours maximum) Typically 1 hours of desk tutorials and project tutoring

Medium Group Teaching

8 (hours maximum) Typically 8 hours of practical classes, workshops or tutorials including pin-up sessions

Large Group Teaching

4 (hours maximum) Typically 4 hours of lectures

Personal Study

20 (hours maximum) Typically 20 hours studying and revising in your own time and/or with your group, including some guided study using design briefs, coursework hand-outs, etc.

Learning and Teaching

The BSc Architecture Programme adopts a year structure with each year (or ‘stage’) adopting both architectural and teaching/learning aims. The design studio is a well resourced focus of the programme, with each student having over twenty hours of contact time each week of both of the twelve-week teaching semesters. Whilst Architecture is understood as an intellectual discipline, it also relies heavily on a range of skills, the most obvious of which are drawing, model-making, written and verbal communication skills and design. Around these core representational skills sit other skills such as time-management and critical reflection. This programme attracts academically able students, but typically their intellectual capabilities exceed their skills. The staff have heavily invested in first year skill-based teaching to increase students' capabilities in such areas as technical drawing, model making and writing, whilst at the same time reinforcing the students’ own responsibility to progress their skills through self-directed learning.

Additional Information

We emphasise to students that much of their learning and skill development occurs away from the formalised areas of the course. We use the metaphor of the iceberg in respect to learning -- the small visible section above the water line is contact teaching time with staff whilst the much larger section below the water line is a student’s own self-led learning time. We also encourage students to learn outside formal teaching environments, including external lectures and exhibitions and service projects as well as international study visits that take place every year. We have numerous academic awards and prizes, many of which are funded through trusts and industry sponsors. The support and guidance we give students often contributes to them receiving other external scholarships, grants and awards. Nearly all of our students are members of the student society - ArcSoc, which is very active arranging social events and an evening guest lecture programme. Our students are regularly placed in national and international competitions and award programmes.

Stage 1 focuses on bringing students into university level education, marrying the development of skills to self-reflection. Students in Stage One begin to understand the importance and responsibility of practising skills: graphic, design, written, verbal, thinking, self-evaluation, group working. In addition to this transition and acquisition of skills, Stage 1 focuses on the architectural issue of context in all its complexity and how it impacts on programme, materiality and form.

Stage 2 focuses on the development, by each student, of personal, holistic, and viable design skills. Students are encouraged to develop maturity in analysing design problems and in broadening their understanding of the relationship between architecture, technology, construction, theory, history and the wider social context. Building upon the skills and applications learnt in Stage 1, students investigate urban housing in Semester 1. Combining housing with the consideration of context and integration of technology, students are encouraged to personalise the design process to reflect their own individual interests and concerns in architecture. This learning is supported with field trip to European city. In semester 2, joint vertical studios bring Stage 2 and 3 students together to work in thematic studios where each studio investigates set design brief and site.

Stage 3 is recognised both as an end point to undergraduate studies and as the beginning of a student’s future development. Stage 3 asks students to deliver completed, resolved proposals, drawing on all of their learning throughout the course. Students are encouraged to advance their own personal areas of enquiry in preparation for professional life and further learning. The focus of Stage 3 is on more complex contexts and agendas for architecture in the city. Semester 1 projects are usually based in a European city and enriched with a weeklong study trip. Semester 2 is joint with Stage 2 in the vertical studies. The themes of these studios range from landscape to social context, and from tradition to visual arts.

Assessment occurs through 100% coursework in Architecture. There are no examinations.

• Specific methods of assessment are chosen to suit the learning outcomes of each module, and the nature and balance of the assessment is outlined in the module guide. In studio-based modules, the assignments are mainly architectural design projects, and the marks allocated to the projects are roughly proportional to the time allocated to each project, although individual work is normally weighted more heavily overall than group work. The projects are compiled in a design portfolio by the end of the semester. Lecture-based modules span the entire year and are also assessed through coursework. In History and Theory of Architecture, the main assignment is essay writing. There are also smaller components such as reading discussions, seminar presentations, and theory-based design assignments. The work is compiled in a writing portfolio by the end of the year. In Technology and Environment, assignments require research, analysis and/or design and they are related to students' design projects in studio. Precedent studies are also common. Feedback, both verbal and written, is a main part of learning and assessment in Architecture. Students get feedback related to their coursework throughout the year in the form of tutorials, reviews and feedback sheets. Peer-review is also encouraged.

As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of studies and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:

• Feedback provided via formal written comments, guidance grades and marks relating to work that you, as an individual or as part of a group, have submitted.
• Verbal feedback. This usually takes place in studio during design and technology tutorials.
• Online or emailed comment.
• General comments or question and answer opportunities at the beginning or end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of sample work which you can review in your own time.
• Feedback and outcomes from practical classes
• Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
• Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.

Our design studios and review/exhibition spaces are located in Chlorine Gardens and David Keir Building on Queen’s campus in South Belfast. The architectural workshop for laser cutting, model making and 3D printing is also in DKB. For lectures and seminars we use all kinds of lecture theatres and classrooms at Queen’s.

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NEXT Modules

The information below is intended as an example only, featuring module details for the current year of study (2023/24). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.

Core Modules

Architectural design and communication 1(i).

An introduction to architectural design and representation through design based projects varying in scale. Introduction to the urban physical context and critical thinking in relation to the built environment and design. Introduction to structures and materiality. Architectural communication in appropriate graphic media. Research of architectural precedents and presentation of analytical studies both verbally and in the form of models and drawings.

Learning Outcomes

On completion of this module, students should be able to: Demonstrate an understanding of aspects of spatial configuration, scale, size and basic structural considerations. Engage in critical debate about building designs, processes of production and the impact architecture has on the built environment and its context. Understand and reflect on the process of design and the way it develops in its context, appreciating potentials and constraints Understand the needs and aspiration of building users. Having fair understanding of conventional communication skills and drawing techniques, sketching and modeling to document the building and the space. Ability to use accurate communication mediums (2D & 3D) to effectively investigate the layers of space and its environment. Use of experimental methods of visual and verbal representation of precedents through the analysis of architectural language, style and philosophy. Introduction to the skill of self-reflection about design process in written form and in online interfaces.

Acquired Personal Skills. See above and Introduction and development of group working skills.

Examination

Module Code

Teaching period, pre-requisite, core/optional, history and theory of architecture 1.

History & Theory of Architecture gives a theoretical background to architecture by exploring key buildings and spaces as well as significant principles, texts and thinkers. Architectural and cultural theory, produced by both architects and theorists alike, will be introduced and explored. The course also provides a platform for development of skills, including research methods, essay writing and critical thinking.

At the end of this module, students will be able to/have: Developed an awareness of the history and theory of architecture, its significance at the time & development over time. An understanding of the influences of history and theory on spatial social and technological aspects of architecture. Presented elementary information on historical examples in written and drawn form in a coherent and critical manner. An ability to reflect on the influence of history, theory, arts and human sciences on the spatial, social, and technological aspects of architecture; An understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human scale and needs. An ability to structure critical views of architecture through reflective writing with appropriate referencing, research methods and use of intellectual language.

Visual analysis. Basic research and referencing skills. Essay writing skills. Critical thinking. Teamwork. Plagiarism awareness.

Architectural Design and Communication 1(ii)

A series of design based projects growing in complexity. Introduction to methodology of design research through description an analysis of site and precedent. Introduction to the understanding of the brief and the needs of building users in terms of functional space and facilities. Introduction of architectural form making skills and their impact on context. The design of a building for public use introducing the selection and development of appropriate technology for design within a sustainable approach. The module further develops representation skills. It will introduce a range of learning skills, from self assessment to time management. Students will learn about the built environment in Belfast and beyond through field trips.

On completion of this module, students should be able to: - Develop a coherent design process in response to specific contextual constraints in terms of human, technical, and environmental issues. - Critically study, analyse and develop layers of spatial configurations, accessibility and circulation requirements for a clearly defined programme within specific context (natural or built scapes). - Investigate a problem, propose, evaluate and refine solutions through a process of representation, critique and informed judgement. - Have an awareness of the potential impact of the building projects on local communities and society. - Have the ability to utilise manual and computer graphic techniques and representation as method of analysis, enquiry and professional communication in the context of a design project. - Acquire and practise basic skills of self-driven management and skill-development to enhance the personal capacity and abilities. - Acquire basic understanding of professional organisations, structures and relationships within professional contexts.

Ability to find and process information, define problems, propose and evaluate solutions, refine and present, appropriately and effectively in a range of media. Development of architectural design and analytical skills. Development of representation techniques through drawing, model making and verbal presentation of design process in context. Ability to self assess and lead on own skill development.

Technology and Environment 1

An introduction to the principles of building technology, including structural behaviour, building construction and materials. The studies are set within the context of the building process, sustainability, and the use of descriptive and performance specifications. The course will include sufficient basic information to assist students in the constructional design of a small scale building. The contents of this module deals with the environmental performance of buildings through passive design strategies for natural light and ventilations and the way these factors inform the design of buildings, their forms and structure.

On completion of the module, students will have developed: - Understanding the basic principles of building construction, structural systems, and components. - Awareness of basic sustainability & environmental considerations related to the appropriate choice of systems, materials, and technologies in a simple building. - Understanding the structural stability/equilibrium in buildings through the experimentation and acting forces, structural assembly and analysing the role of structural members. - Understanding the principles associated with design for environmental comfort realised within relevant precepts of sustainable design (visual, thermal and acoustic). - Researching and analysing precedents/case studies to explore the role of structural systems and environmental performance to inform design and form of a building.

Students will be able to demonstrate basic understanding of principles of structure, environmental science and sustainable strategies related to the design and construction of a simple building. Students will be able to develop structural models and drawings that communicate principles of building construction, structural analysis and details.

Technology and Environment 2

The module is composed of two parts. These are (i) Building Science and (ii) Structure & Building Construction. Building Science will concentrate on active environmental design strategies, acoustics and daylighting. Structure/Building Construction will concentrate on the basic principles of structure, materials and the practice of building construction. Structures material develops the principles from Level 1. The course emphasizes the integration of all components into the design studio by applying building simulation and construction detailing into Level 2 design projects.

On completion of this module, students should be able to: - Demonstrate an understanding of the principles of active design systems: fundamentals of artificial illumination, ventilation and sound systems within special environments. (Semester one & two) - Have the ability to critically appraise and select effective structural and material arrangements for buildings as well as their detailing. (Semester one) - Have an awareness of the sources of design and effective building performance criteria for building envelope construction, interior environments and components with specific reference to sustainable design. (Semester two) - Demonstrate an understanding of the principles of how to successfully integrate technology, construction within architectural design through analysis of precedents. (Semester one & two) - Demonstrate an understanding of the implications of building regulations requirements on design constraints, fire safety, accessibility and structure. (Semester two)

On completion of this module, students will be able to: 1. Apply principles of active building systems /services and sustainable strategia to the creation of built environments. 2. Select, analyse and size structural system and materials for medium sized buildings.

Architectural Design and Communication 2(i)

A series of studio based design projects, which act as a laboratory for testing creative and critical ideas, and supporting students to develop fundamental architectural skills. The range of projects develops in scale and complexity from those encountered in the first year. Consideration is given to the design process, aspects of space and form, the relation of buildings to their urban context and built environment. The technical aspects of the work aim to further develop an understanding of building structure and construction in relation to the overall design concept. This module encompasses skills for analytical architectural drawing and means of representation. It aims to consolidate and expand upon the culture of manual and digital representation as conventional communication skills. It supports students to elaborate on their cognitive analytical skills with special focus on urban analysis and enquiry. Students will also learn about the architectural context via a study trip.

On completion of the module, students should be able to: Architectural design 1. Demonstrate the ability to respond to site constrains within the urban condition through informed decisions about space and form throughout the design development. 2. Demonstrate an understanding of how materials & structural system can inform architectural space and form, with reference to technical resolution and structural performance. 3. Demonstrate an ability to critically discuss, analyse and respond to user's needs, theoretical context and fine arts through initial design proposals. 4. Demonstrate an understanding of how the building fabric, envelope and skin can be assembled and oriented to permit for effective building performance and efficient energy strategy.

1. Have the ability to develop a range of skills to critically analyse, discuss and communicate aspects of design in response to a context and users’ needs. 2. Having the skills to produce well‐coordinated set of drawings and representational material that communicate design ideas in a clear and professional manner. On the completion of this module, students will have: Developed a range of creative thinking and drawing skills in response to a series of situations and site contexts. These will develop in respect to design, construction and technology, and demonstrated though drawings, models and computer modelling.

Architectural Design and Communication 2(ii)

The second architectural studio in Stage 2 focuses on architectural design in relation to urban context by considering spatial, social, sustainable, and technical aspects. It also aims to develop the resolution of form, materiality, structure and detailing, and their integration at all levels into design. The studio consists of analytic projects that look at specific design issues to develop contextual and material awareness, which in turn advance spatial awareness.

On completion of this module, students should be able to: Develop architectural proposals that contribute effectively to the built environment physically, culturally and socially through its alteration of the existing spatial and visual experience. Develop a clear approach to design that addresses a brief and the needs of the users. Use computer modelling to communicate design ideas and proposals in different forms (2-D and 3-D). Use different techniques and presentation media (written, oral, and visual) to explore and communicate arguments, designs, and theoretical debate.

History and Theory of Architecture 2

Through lectures, assignments, reading discussions, essay writing, and examination, this module attempts to improve students' historical and theoretical comprehension of architectural discourse, mainly in the areas of architectural design, communication, art, and the city.

On completion of this module, students should be able to: Build coherent narratives of the architectural developments and their significance in certain periods/contexts. Understand the influences, which gave meaning and value to architectural design and in association with socio-cultural situations. Present in a well-structured way and analytically evaluate the characteristics of architecture that are sound and critically reflective. Have the knowledge of theories and practices of the fine arts as an influence on the quality of architectural design. Understand general principles of urban history and theory and the influence their complex economic, socio-cultural contexts have on architecture. Develop a critical approach to the role of theory in the design and communication of architecture, and to develop methods to transfer theory into practice.

Academic research, reading, writing and discussion, critical thinking, turning theory into practice, presentation, group work and (inter)active learning.

History and Theory of Architecture 3

This module will provide an introduction to urban history and theory. It will present key ideas about the cultural, social, economic and political factors that shape the spatial and built structure of cities. It will highlight the significance of historic urban landscapes while interpreting the practice of urban design aesthetics and technologies. The focus will be on the relationship between architecture and the city, the role of buildings in the urban fabric and the complexity of context.

On completion of this module, students should be able to: Have an understanding of the complexity of contemporary urban landscapes and their historical and theoretical encounters. Have a knowledge and understanding of how cultural, social and intellectual histories as well as urban history and theory can impact on practice and design. Demonstrate an understanding of architectural and urban developments with special reference to specific themes and movements. Demonstrate an understanding of the contribution of the architect and co-professionals to the formation of briefs in diverse scales including building and urban scale. Have an ability to describe, analyse and synthesise structured arguments and present them in written, graphic and oral form using scholarly research methods (including essay writing, bibliography and referencing).

Ability to describe, analyse and synthesise concepts and ideas and communicate them in written form; Ability to carry out basic research methods; Ability to correctly reference and compose a bibliography; Ability to present a conceptual development to an audience;

Architectural Design and Communication 3(i)

The module is composed of two parts. These are (i) Architectural Design 3(i) and (ii) Architectural Skills (Professional Skills). Architectural Design 3(i) will concentrate on three elements through a series of design based projects, these being (i) Observation: learning directly from the city, both in Northern Ireland and on a foreign study tour. (ii) Enquiry: critical analysis of the city. (iii) Examination: meaningful development of individual design proposals in the city. Architectural Skills will concentrate on the architect in practice; their role, duties, contractual and professional (and ethical) obligations. This will include principles of management and leadership within business, developing an understanding of team working, career planning, time management and personal marketing, and the role and purpose of ARB and RIBA.

On successful completion of this module each student should be able to: Demonstrate an understanding of the cultural, societal and architectural parameters of urban design intervention in communities, through brief development. Demonstrate an ability to design architectural space and form as well as structure in response to context, using technology and construction as a way to manifest conceptual thinking and theory. Demonstrate an understanding of the interrelationship between urban planning, building design-users, environment and society. Demonstrate an awareness of the professional relationships of individuals and organisations involved in the preparation and delivering of architectural projects. Demonstrate an understanding of the design issues related to environmental comfort and building services as well as financial factors and costing. Demonstrate an awareness of regulatory and legal aspects of architecture as a profession and as a practice and how these are defined through contractual and business relationships. Demonstrate an ability to critically review design procedures and constraints through design reports that address the economics and management of a project.

On successful completion of this module, the student will have: Developed the ability to apply appropriate creative practice to place-making in an urban environment. Developed the ability to self-critically analyse, understand and then apply appropriate design strategies in response to the multi-layered demands of context, construction and technology. Developed advanced skills to represent architectural space and form in drawings and models. Developed skills to manage self-learning, self-promotion and time management.

Technology and Environment 3

Comprising lectures and seminars focusing on selected elements of Building Technology and the Internal Environment. This component is assessed through both assignment and written examination. Building Construction: Modular co-ordination, principles of advanced facade construction, and component assembly. Building Structure: Review of principles, elements, assembly, structural systems and stability in steel, concrete and timber, foundations and soil mechanics. Critical appraisal of appropriate structural, constructional and material systems. Environment and Sustainability: relating to medium scale buildings. Selection, spatial requirements and integration and coordination of active and passive building service strategies and low energy systems with the structure and fabric of a medium and large scaled building, The technology required for environmental control of heat loss and heat gain and in particular instances a fully controlled environment. Examine issues of renewable energy and its position within sustainable planning of cities.

On completion of this module, students should demonstrate: An ability to undertake research precedent studies that critically examine environmental systems and technological strategies. An understanding of decision-making behind the integration of structure, facade and spatial layout. An understanding of material choice, assembly and sustainability with the design and construction process of medium and large buildings. An understanding of advanced building envelope systems, their functional and economical and environmental implications An understanding of the impact of building services and science in the integration of design and construction in architecture An ability to compile an analytical report outlining the constructional and environmental strategies that also demonstrates detailed resolution of a significant element of a design project. An understanding of UK legislation, building regulations, and the responsibilities of an architect, including the ones related to health and safety.

On successful completion of this module, each student should be able to: Demonstrate an ability to propose structural, environmental and services strategies and arrangements for a medium to large scale building. Demonstrate competency in accessing relevant technical information and its application to design. The ability to conceive and develop a design proposal with the critical incorporation of building services technologies so as to achieve sustainable visual, thermal and acoustic environments.

Architectural Design and Communication 3(ii)

The module is composed of two parts. These are: (i) Architectural Design (ii) Architectural Skills (Professional Practice) including architectural conservation. (I) Architectural Design: Comprising; lectures, seminars, design tutorials, site visit(s), group work, private study and design reviews. Architectural Design is assessed through coursework submission (design portfolio) upon completion. Students develop a detailed design proposal for a medium scale building within a given context. The project requires thorough investigation and development, culminating in a detailed design that includes the successful integration of structure, material and technology. Designs must respond successfully to both urban and environmental conditions. (ii) Architectural Skills: Comprising lectures and seminars focusing on selected elements of Professional Practice, including architectural conservation. This component is assessed through assignment(s). The lecture programme is designed to consider a range of skills benefitting architectural practice beyond that of the design studio. It will include investigation into aspects of conservation practice and legislative frameworks. Lectures will include input from different professions.

On completion of this module, students should be able to demonstrate: A) Architectural Design: - An ability to develop sound design methodologies and investigations that are informed by analysis and research, supported by a coherent theoretical framework. - An ability to design a building with technical, environmental and spatial complexity in a given context and within the constraints of a given or designed brief. - A critical design process, supported by a sustained conceptual framework that integrates environmental and social performance. - An ability to select appropriate means to test and communicate design intent and architectural quality to a range of audiences, including users. B) Architectural Skills (Professional Practice): - An ability to engage with professional practice through coherent outcome and have an understanding of professional procedures and responsibilities. - An awareness of regulatory and legal aspects of architecture as profession and practice and how these are defined through contractual and business relationships.

On successful completion of this module, each student should be able to: A) Architectural Design: - Accurately communicate coherent design proposals by a variety of appropriate means. - Think judiciously and time-manage efficiently when dealing with multiple design challenges. - Be reflective and self-critical when considering place-making within design. B) Architectural Skills (Professional Practice): - Clearly articulate and communicate well-informed responses to conservation challenges. - Better appraise the role of the wider architectural profession - Be reflective and self-critical when considering architectural conservation within design.

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NEXT Entry requirements

Entrance requirements

A level requirements.

AAA + GCSE Mathematics grade C/4. A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level. Applicants with a grade C/4 in GCSE Art or no Art at GCSE/A-level may be invited to submit a digital art portfolio. Guidance for applicants preparing an art portfolio can be found at the link below. Neither Technology and Design nor Craft, Design and Technology are considered an alternative to Art. http://go.qub.ac.uk/k100portfolio

Irish leaving certificate requirements

H2H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics. Applicants with a grade C in Junior Certificate Art, or no Art at Junior/Leaving Certificate, may be invited to submit a digital art portfolio. Guidance for applicants preparing an art portfolio can be found at http://go.qub.ac.uk/k100portfolio.

Access Course

Successful completion of Access Course with an average of 75%. GCSE Mathematics grade C/4 or equivalent in Access Course. Art requirements as above.

International Baccalaureate Diploma

36 points overall, including 6,6,6 at Higher Level + if not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics. Art requirements as above.

BTEC Level 3 Extended/National Extended Diploma

QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades D*D*D* + GCSE Mathematics grade C/4 RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades D*D*D* + GCSE Mathematics grade C/4 Art requirements as above.

A minimum of a 2:1 Honours Degree, provided any subject requirement is also met

All applicants

All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University. A broad spread of scientific, creative and language-based subjects is desirable, since high scores in specific subjects do not necessarily indicate suitability for the wide-ranging demands of the degree. Evidence of broad general intelligence, a hardworking nature and a genuine motivation and interest in architecture is also required. Applicants are encouraged to appreciate the demands of studying architecture and the combined scientific and creative nature of the subject. The entrance requirements outlined above reflect the demands of the BSc, but acknowledge that the highest A-level performance is not always an indicator of an applicant's suitability for the degree.

How we choose our students

Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of receipt by the University. Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS. For last year's intake, offers were initially made to applicants for Architecture offering A-level/BTEC Level 3 qualifications who achieved at least three GCSE passes at grade B/6 or above plus three GCSE passes at grade C/4 or above, to include English Language and Mathematics. The final threshold varies from year to year depending on competition for places and, last year, offers were made to applicants with one grade B/6 plus five grade C/4 at GCSE (including English Language and Mathematics). For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was 3B/3 Higher Merit and 3C/3 Merit grades. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold. All applicants must provide evidence of artistic ability and this requirement is satisfied by grade B/6 or above in GCSE Art. Candidates who have not met this requirement will be invited to submit a digital portfolio. The information provided in the applicant’s personal statement and the academic reference are important factors for candidates who do not have the required level of qualification in Art. Unless there is clear evidence of motivation and commitment to Architecture, candidates may not be invited to submit a digital portfolio. Guidance for applicants preparing an art portfolio can be found at http://go.qub.ac.uk/k100portfolio. Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS are also considered. The offer for repeat candidates is set in terms of three A-levels and may be one grade higher than for first time applicants. Grades may be held from the previous year. Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected. Applicants offering other qualifications, such as Higher National Certificates and Higher National Diplomas, will also be considered, provided the Mathematics and Art requirements are also met. For applicants offering an HNC, the current requirements are successful completion of the HNC with 4 Distinctions and remainder Merits. For those offering a Higher National Diploma, some flexibility may be allowed in terms of GCSE profile, but this must include grade C/4 or better in GCSE Mathematics. To be eligible for consideration, the grades obtained in the first year of the HND must allow the overall offer to be achievable. Where offers are made for Stage 1 entry, these are currently conditional on successful completion of the HND with 6 Distinctions and 10 Merits overall. A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September. Applicants who have been made an offer will be given the opportunity to attend a taster session to meet with staff and students in the department. This is an opportunity to get insight into what studying Architecture at Queen’s University Belfast is like, to see working practices within the school and to speak with current students about their experiences. If you cannot find the information you need here, please contact the University Admissions and Access Service ([email protected]), giving full details of your qualifications and educational background.

Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.

An IELTS score of 6.5 with a minimum of 6.0 in Speaking and Listening and 5.5 Reading and Writing, or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs

If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.

• Academic English : an intensive English language and study skills course for successful university study at degree level
• Pre-sessional English : a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.

International Students - Foundation and International Year One Programmes

INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.

These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.

• Foundation The INTO progression course suited to this programme is http://www.intostudy.com/en-gb/universities/queens-university-belfast/courses/international-foundation-in-architecture .

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NEXT Careers

Career Prospects

This first degree on Architecture (RIBA/ARB Part 1) leads to the postgraduate Part 2 and 3 programmes, which can be taken at our institution or elsewhere. Many of our graduates return to our Master of Architecture programme. Our graduates can be found involved with a surprisingly wide range of activities. Many continue to work in private architectural practices ranging in size from two or three people to a staff of over 100, providing a general practice service to private and institutional clients, designing individual houses, social housing, commercial developments, civic buildings, concert halls, theatres and galleries. Many commissions are won through architectural competitions. Although primarily intended as a first degree for those wishing to undertake postgraduate studies and become professionally qualified architects, the course offers a wide-ranging general education in design, visual appreciation and problem solving, which is valuable in its own right. A much higher proportion of our QUB graduates progresses to being registered architects, with a certain number of our graduates diversifying and moving into related careers and roles. They may work in stage set design, town planning or housing policy, conservation of historic buildings, interiors, furniture design or specialist building physics such as acoustics. They may provide technical assistance to voluntary and community groups tackling difficult social and economic problems. Our graduates work in many different parts of the world, have their work published and receive awards.

Employment after the Course

4th for “career after six months” of 55 UK-based schools of Architecture in the 2023 Guardian League Table

Alumni Success

Queen’s Architecture Graduate and Lecturer Alan Jones elected RIBA President 2019-21. RIBA High Commendation for Queen's Architecture Graduate. www.architecture.com/knowledge-and-resources/knowledge-landing-page/alan-jones-elected-riba-president-2019-21 https://daro.qub.ac.uk/luca-garoli-riba-architecture

International Testimonials

Board of Architects Malaysia accreditation. www.lam.gov.my

Professional Opportunities

RIBA Awards and Competitions https:www.architecture.com/awards-and-competitions-landing-page

Degree Plus/Future Ready Award for extra-curricular skills

In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.

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NEXT Fees and Funding

1 EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.

2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.

3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.

The tuition fees quoted above are for the 2024/25 academic year and are a guide only. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.

Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework .

Additional course costs

There are additional costs for both materials (model making and printing) as well as for the yearly study trips to cities outside Belfast. The amount for materials and equipment will vary depending on how students decide to represent their work, but a budget of £1,080 for the three-year course is appropriate. The costs for study trips will vary upon location, but students should budget £1,100 for the three-year course.

All Students

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.

Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.

If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.

Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.

There are also additional charges for graduation ceremonies, examination resits and library fines.

How do I fund my study?

There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.

Information on funding options and financial assistance for undergraduate students is available at www.qub.ac.uk/Study/Undergraduate/Fees-and-scholarships/ .

Scholarships

Each year, we offer a range of scholarships and prizes for new students. Information on scholarships available .

Information on scholarships for international students, is available at www.qub.ac.uk/Study/international-students/international-scholarships .

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How to Apply

Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students .

When to Apply

UCAS will start processing applications for entry in autumn 2025 from early September 2024.

The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.

Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.

Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.

Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.

The Institution code name for Queen's is QBELF and the institution code is Q75.

Further information on applying to study at Queen's is available at: www.qub.ac.uk/Study/Undergraduate/How-to-apply/

Apply via UCAS

Terms and Conditions

The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study. Queen's University Belfast Terms and Conditions .

Additional Information for International (non-EU) Students

• Applying through UCAS Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
• Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more .
• Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.

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How do I apply for an assessment extension?

If you are unable to submit your assessment by the submission date, you may apply for an extension prior to the due date by completing an online Assessment Extension request.

• Log into UConnect
• Student Centre 
• Online Request s tile
• Add a New Request menu item
• Assessment Extension menu item
• Select New Request button
• Follow the prompts 

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Exceptional circumstances

If you are worried that your circumstances could affect your assessments, you should tell us as soon as possible, rather than waiting for your results. An exceptional circumstance is an event that has had a negative impact on your ability to study or complete your assessment. It is something which you could not have foreseen and over which you have no control. Read on to find out more.

Find the right support for you

It’s important that you let us know about any issues you may be experiencing as soon as possible so that we can assist you in finding the right support. Waiting until the end of the year before telling anyone will limit the options available to you. 

Examples of exceptional circumstances:

• An illness (including mental health) that impacted your ability to attend an exam or meet an assessment deadline or adversely affected your performance in an assessment
• Family illness
• Pregnancy-related illness
• Bereavement
• Unforeseen travel disruption normally causing delays of over an hour, for example industrial action or road traffic accident
• Acute personal difficulties/Domestic disruption
• Jury service

If the due date hasn't passed for your coursework/exams 

If you feel that circumstances have impacted you to the point that they could affect your results, you should talk to your Personal Tutor, Programme Leader or Programme Support Officer to see if you may be able to request a coursework extension or have your exam(s) postponed. See the Extension request/exam postponements section below for further information.

If the due date has passed for your coursework/exams 

If you have completed your coursework or sat your exam before the full impact of your circumstances are known you should also discuss this with your Personal Tutor, Programme Leader or Programme Support Officer. If you have a valid reason for not reporting this earlier you may be able to request that your circumstances are considered by the Assessment Board when they are looking at your results. See the Request for board consideration section below for further information.

For full information:

Read our student guidance for exceptional circumstances (pdf - 116kb)   Find out more in our Exceptional circumstances policy and procedure (pdf - 196kb)

Extension request / exam postponement requests

Online applications for extension requests and exam postponement requests in myHub were launched in 2022/23 to simplify the process of requesting an extension / postponement - please login to myHub (with your BU student account) to make a request.

Important:  If you were unable to submit an assignment or sit an exam and did not request an extension prior to the deadline / date and time of exam, then please continue to  request assessment board consideration  below.

If you have any queries, please contact the Programme Support Team for your course - check with AskBU  to find out who this is.

Log in myHub to complete the extension request / exam postponement request

Self-certification of short-term sickness

You may self-certificate for illness up to 5 days. The myHub application form allows you to specify this when you apply and if you are a student in the Business School, Faculty of Media and Communications, or Faculty of Science and Technology you do not need to do anything else .

NHS students on practice or theory, in the Faculty of Health and Social Sciences will still need to record a separate self-certification form to satisfy NHS requirements. Please check with your faculty Programme Support Office whether you need to do so and use this form in addition to completing your request in myHub , if you do.

Complete the self-certification of short-term sickness form (word - 48kb)

What happens once I have submitted my exceptional circumstances?

If you have requested a coursework extension(s) or an exam postponement(s) then this will be considered by your Programme Leader (or their nominee). You will normally be advised if this has been authorised within five working days of submitting the form and supporting evidence. For coursework you will be given a new deadline. Postponed exams are normally sat within the next exam period.

Request assessment board consideration

Online applications for board consideration requests in myHub were launched in December 2023 to simplify the process of requesting board consideration - please login to myHub (with your BU student account) to make a request.

Please use this form if:

• You were unable to submit an assignment extension or exam postponement request  before  the assignment deadline/exam start time (and have a valid reason for the delay)
• Your circumstances have continued to have an impact on your performance in assessments  beyond  the assignment extension/exam postponement that has been granted
• You completed your assessment  before  becoming fully aware of the impact of the circumstances.

Login to myHub to complete the board consideration request

More information

What are not exceptional circumstances.

Please be aware that there also events that we would not consider to be exceptional, for example:

When will an assessment board consideration take place?

If you have requested assessment board consideration, this will take place during the assessment board season, normally in June or July. If it is agreed that the evidence submitted supports your statement of how the circumstance has impacted you the board will decide the way that you will be reassessed.

This decision will be dependent on how you have performed overall across all of your assessment. Your marks will not be increased and your work will not be marked sympathetically but the board may agree that you be given the opportunity to resit or resubmit as if for the first time.

Can I appeal my results on the grounds of exceptional circumstances?

One of the grounds for appeal is:

“I believe my performance in assessment has been affected by illness or other factors which, for valid reason(s), I was unable to divulge before the meeting of the assessment board.”

Yes, you can appeal, but the appeal can only be upheld if is agreed that you have a valid reason for why this exceptional circumstance could not have been declared before the deadline for board considerations. So, if you think that your circumstances may have affected your results you should still request board consideration, even if you believe you may have passed the assessment.

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If you should find yourself in difficulties and are unable to submit an assignment by the due date, it is important that,  before that due date, you request an extension.

Please note: An extension cannot be granted by the School, through its procedures as set out below,  beyond the end of the assessment and examination period for that trimester . For an extension beyond the end of the examination period, students must apply for a  Special Extension of Time .

An extension of up to 7 calendar days can be granted without supporting documentation (although it may be requested). Most units in the School of HASS, with the exception of honours and reading or project units, use the automated extension tool that allows you to self-register for a 7-day extension via the unit myLearn page for most assessments. In the first instance, please use this extension tool. Where the automated extension tool is not available, please use UNE’s extension application portal .

Please note the extension tool will grant 7-days from the original assessment due date, not from the date that you register for the extension.

An extension beyond 7 calendar days will require supporting documentation. These assessments must be applied for through UNE’s extension application portal .

Please note, that should the extension be for beyond the end of a teaching term’s assessment and examination period, a  Special Extension of Time will be required, that must be applied for through the appropriate forum submitted through AskUNE .

Note: Assignments that have received an extension may be returned with a significantly reduced level of criticism and commentary. If an extension is obtained for the final assignment, it is unlikely that the work will be returned before the examination period. Assignments submitted late without an extension may receive a mark only, without commentary.

Assignments received after the due date  WITHOUT an extension of time having been approved will be penalised.

• Where an assignment is up to 10 calendar days late, a penalty will be imposed of 5% of the total marks for the assessment per day or part thereof. The penalty will accrue on both weekdays and weekends including public holidays (ie. 35% per week).
• An assignment received more than 10 calendar dates late will receive no marks.
• Tasks that are mandatory to submit that are submitted more than 10 days late but within the relevant teaching period will be deemed to have been submitted, although receiving no marks.

Students should be aware that late assignments submitted more than one week late may be returned with a significantly reduced level of, or no, feedback.

Please note that if an extension is obtained for the final assignment, it is unlikely that the work will be returned before the examination.

All coursework assignments must be submitted before the end of the examination period for trimester units unless the student has been granted a Special Extension of Time.

Special Assessments

UNE offers Special Assessments where students are unable to meet assessment requirements under specific circumstances.  The Assessment Guidelines state:

Part D - Special Assessments Due to personal health issues, unforeseen technical issues, unexpected work or family commitments or other extenuating circumstances, a student may: a. have an adverse perfomance in an assessment task or examination; or b. be unable to sit an examinatin or complete an assessment task within the relevant teaching period.

Please read the Assessment Guidelines , Part D, to ensure you apply correctly.

If you are unable to sit your exam or if your performance in the exam was severely affected, you may apply for a Special Examination. This is subject to approval, so it is always best that you attend your examination if you possibly can.

If your circumstances do not merit a Special Examination, you may apply for Special Consideration so that the Unit Coordinator can apply some discretion when marking your paper. If you have not sat/will not sit the exam you MUST apply for a Special Exam.

A student who is enrolled in a unit which is not subject to formal examination, or which the formal examination is the basis of a part of the total assessment, and who has been prevented through illness or other unavoidable circumstances from completing, by the specified date, work which the School considers essential, may seek a Special Extension of Time in which to complete the work. Special Extensions of Time apply to an assignment(s) that is unable to be submitted prior to the last day of the relevant examination period.

Forms for applying for any of these Special Assessments are available on the Forms and Procedures page. You can find them towards the bottom of the list under "s".

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Home > myGriffith > Student Review and Appeals > Information sheets and resources > Assignment extensions

What this information sheet covers:

• assignment extension
• when you can and can’t apply
• the application process
• options for review and appeal of an unsuccessful assignment extension application.

What is an assignment extension?

Where you are unable to attempt an assessment item which is not an exam, you may apply for an extension of time to submit the assessment item. This includes case studies, essays and reports.

When can I apply for an assignment extension?

You can apply for an assignment extension if you are unable to complete an assignment by the due date on medical or other grounds (e.g. disability, family or personal circumstances, employment-related circumstances, unavoidable commitments).

When can’t I apply for an assignment extension?

An extension of time is not available for an assessment item for which the opportunity to resubmit has been given.

What is the difference between an assignment extension and special consideration?

Essentially if you are unable to complete an assessment on medical or other grounds, you may apply for an assignment extension. If; however, you have attempted an assessment item, and your performance was seriously affected or you were seriously disadvantaged when the assessment item was attempted, you may apply for special consideration. Please refer to the Assessment Procedure for Students for more information on special consideration.

What is the difference between an assignment extension and deferred assessment?

An assignment extension provides additional time for you to complete an assessment item (e.g. case study, essay or report) if you are unable to submit the assessment item by the due date and time. Deferred assessment is awarded where you are prevented from completing the assessment task, such as an exam, on the scheduled date. Please refer to the Assessment Procedure for Students for more information.

How do I apply for an assessment extension?

Submit an assignment extension form online.

For individual assessment items, supporting documentation is not required for extensions up to and including three calendar days, unless you are enrolled in a course through Open Universities Australia (OUA) *. For group assessment, all OUA assessment and extensions greater than three calendar days your application must include appropriate documentation to support the grounds on which you are requesting an extension.

Students registered with Student Disability and Accessibility can apply for assignment extensions on disability grounds for up to and including 10 calendar days without the requirement to provide supporting documentation.

* Note: For students not registered with Student Disability and Accessibility, accumulation of more than three approved extensions for individual assignments of three or less calendar days will trigger the supporting documentation requirement for the remainder of the trimester, after which the count will be reset.

Supporting documentation may include a medical certificate (issued in-person or online), bereavement notice, copy of accident report etc. You can find other forms of appropriate supporting documentation at Assessment Applications . Please note that when applying on medical grounds, the medical certificate must outline the period for which your performance was impacted.

How long do I have to submit my application?

Applications for an assignment extension must be submitted online before the assignment due date.

What is the maximum period of extension I can apply for?

The maximum period an extension will be granted on medical grounds is 14 calendar days.

The maximum period an extension will be granted on disability grounds is 14 calendar days.

The maximum period an extension will be granted for bereavement is 14 calendar days.

The maximum period an extension will be granted for personal safety reasons is 14 calendar days.

The maximum period an extension will be granted for other personal, professional or exceptional circumstances is three calendar days.

What happens after I submit my application?

The application will then either be approved or declined and you will be notified by email of the decision. For applications exceeding three calendar days, you will receive an interim approval of three calendar days before your application undergoes further review by your Course Convenor for the full extension days requested*.

* Note: For students registered with Student Disability and Accessibility this is extended to 10 calendar days.

What if my application for an assignment extension is declined?

Decisions made regarding assignment extensions do not constitute an academic decision under the University’s Student Review and Appeals Policy and Procedures . Therefore, you are not able to seek a review of decision if you are unhappy with the outcome of your application. If you believe your application has been declined in error, contact your Course Convenor or Student Connect .

What if I need to apply for a further extension on an already approved applications?

If you require a further extension on an already approved application, you can now do this via the online application. Documentation will be required to support an additional extension and you cannot exceed the maximum allowable extension period for the reason selected.

Let us know if you have any further enquiries.

Student Connect Further help

• Current Students
• Assessment extensions

An assessment extension may be offered if you cannot submit your assessment item due to reasons out of your control such as: 

• Family/ personal

How to apply

Once assessed you will be advised of the outcome of your request (approved or declined) via email.

If declined, you may provide further information and supporting documentation in a new request for consideration.

If you are unhappy with the outcome, you may request a review of decision in accordance with the Student Grievance Resolution Procedure .

Have a question but not sure who to talk to? UniSQ’s support services are in one place with iconnect. Reach out to our iconnect support staff to help you solve issues or point you in the right direction.

Frequently asked questions

Applying for an assessment extension

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• Acceptable reasons for an extension
• How to apply

1. Overview

Don't leave assignment writing until the last minute. We encourage you to plan your workload so you can meet assessment deadlines.

If circumstances beyond your control prevent you from submitting an assessment item by the on-time, you can apply for an individual or group extension. Extensions can be requested for assessment items such as:

• assignments
• case studies
• laboratory reports
• take-home exams
• tutorial group assignments, and in some cases
• oral assessment.

You can't request extensions for:

• in-semester examinations
• end-of-semester examinations
• deferred or supplementary examinations.

If you have been ill or unable to attend class for more than 4 weeks in a semester, we advise you to carefully consider whether you are capable of successfully completing your courses. You might need to consider  applying for removal of course .

• Alternative exam arrangements
• Applying for an extension
• Be prepared on exam day
• Deferring an exam
• Exam timetables and venues
• Final grades
• Off-campus exams
• Digital examinations
• Requesting a late penalty exemption for a digital exam
• Paper-based exams
• Supplementary assessment

• SI SWIMSUIT
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Yankees Owner Hal Steinbrenner 'Likely' to Discuss Contract Extension for Juan Soto

Joe najarian | 4 hours ago.

There's no secret that the New York Yankees absolutely adore superstar outfielder Juan Soto.

After all, he looks even more than just the last piece to the team's championship puzzle; rather, he looks like a player the Yankees can build around for years to come. Adding him to the lineup has restored the Yankees' status as the "Bronx Bombers" and as one of the best teams in MLB.

The one caveat of the Soto acquisition is that he is a free agent after the season, and will undoubtedly recieve a record-breaking contract. In addition, he is a Scott Boras client, who typically lets his players hit the free agent market even if they plan on staying with the same team.

But this won't stop team owner Hal Steinbrenner from trying to secure Soto right away. YES Network analyst Jack Curry interviewed Steinbrenner for his "Yankees News and Views" podcast, which will release in the near future. Steinbrenner not only said he wants Soto to be a "Yankee for life", but he says it's "likely" that he will talk to Boras during the currently-ongoing season.

I interviewed Hal Steinbrenner for my “Yankees News & Views” podcast. He said he’d like to see Soto finish his career with the Yankees. While Boras’s clients typically go to free agency, Steinbrenner also said it’s likely there will be talks this season. Podcast dropping soon. — JackCurryYES (@JackCurryYES) May 16, 2024

"We'd like to see him here for the rest of his career, I don't think there's any doubt of that," Steinbrenner said. "His agent, Scott [Boras] doesn't normally do deals in the middle of the season, and neither do I, but as I said in spring training when I met with you guys, this is a unique situation and a very unique player. So I wouldn't be shocked if there was a conversation or two had during the course of the season. I think it's worth doing at some point.

"I want to give Juan time to really settle in and make sure that this is a place where he can see himself playing for a long time."

Hal Steinbrenner joins @JackCurryYES to discuss the first few months of the 2024 season and other Yankees topics, including Juan Soto’s future, in a new edition of 'Yankees News & Views' with Jack Curry on the YES App! Link to download: https://t.co/0cgHA97Iau pic.twitter.com/LnUuiTIi3X — YES Network (@YESNetwork) May 16, 2024

Curry additionally reached out to Boras about the idea of talking with Steinbrenner, and the super-agent seems to be open to it as well.

"Always happy to talk with Hal," Boras texted Curry. "Juan is getting to know the Yankee organization. HIs singular focus is winning."

With Hal Steinbrenner saying he wants Soto to be a Yankee for life & raising idea of talking this season, I reached out to Scott Boras, Soto's agent. Boras texted, "Always happy to talk with Hal. Juan is getting to know the Yankee organization. HIs singular focus is winning." — JackCurryYES (@JackCurryYES) May 16, 2024

Soto has previously played with the Washington Nationals and San Diego Padres, and was traded from both teams despite his incredible talent due to the inevitable record-breaking deal that he will command. With this in mind, one of the Yankees' major goals of the season is to make Soto as comfortable as possible in pinstripes.

Steinbrenner's desire to start extension talks reflects how well Soto's tenure has gone so far. That "singular focus" of winning is being fulfilled as the team continues to round into form. Soto has additionally built strong relationships with his teammates and the fans in the Bronx; he immediately gravitated towards team captain Aaron Judge , has worked with several players in the batting cages (most notably Oswaldo Cabrera) , and embraced the fans behind him in right field .

Granted, the season is still young and tough times may emerge, but that's exactly why Steinbrenner is so keen on beginning talks with Soto as soon as possible. Even if these talks don't amount to a mid-season extension, it should also greatly help the Yankees in bidding for him in the free agent market, as a good relationship with the team would make it even more likely for Soto to stay.

It has been a dream start for Soto in the Bronx, and it's looking more likely that it will be his home for the rest of his career.

JOE NAJARIAN

Joe Najarian is a Rutgers University graduate from the Class of 2022. After an eight-month stint with Jersey Sporting News (JSN), covering Rutgers Football, Rutgers Basketball, and Rutgers Baseball, Najarian became a contributing writer on Inside the Pinstripes and Inside the Mets. He additionally writes on Giants Country, FanNation’s site for the New York Giants. Follow Joe on Twitter @JoeNajarian

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