period 1

period 2

period 3

period 4


art & culture


critical thinking 2

planning 2

core 3

research 2

urban society


urban theory

urbanism 3


winterschool 3

practice portfolio 3

out of the box

sustainable design


portfolio 3


Academic year

Course name


Study year







Work form

EU Qualifications


Practice Portfolio 2




May 10th 2019

Sandra Rozemeijer (Practice coordinator) + external assessors



a t/m k




1. Introduction

Fontys School of Fine and Performing Arts (FHK) in Tilburg offers concurrent master degree courses in architecture and urbanism (MA + U). Special feature of this program is the strong orientation to professional practice: both students and teachers work in practice. The courses at MA + U are characterized by simultaneously studying and working in professional practice. Students work at least 20 hours per week, and the skills they gain in practice are part of the external part of the curriculum. This means that the working environment is also a learning environment. As a student worker they perform activities that contribute to their development towards becoming an adequate professional.


2. Entry in the register of architects

The profession of architects and urban designers are protected by a professional licencing system. The Architect Title Act (WAT) protects the title architect and urban designer. After finishing the master degree course at M A+U they have the right to register in the register of the Office Architects Register (BA) and they are entitled to use the relevant title. This ensures that graduates of the Master:

- have the right of establishment and freedom to provide services within the European Community;

- and have the internationally recognized title of Master of Architecture (MArch) or Master of Urbanism (Murb) may enter and thus can operate as a professional outside the European Community.


The competences that are achieved after completing the study comply at least with the regulations as stated in the 'Nadere regeling inrichting opleidingen architect, stedenbouwkundige, tuin- en landschapsarchitect en interieurarchitect’, part of the Architect Title Act (WAT). The full text and all conditions can be found on the website of Bureau Architectenregister (

All academies in the Netherlands work with the same set of competences in order to reach the level of regulations of WAT (see also Annex ‘Transition Table WAT’)


3. Competences and levels

The Education of MA + U is competency-based education. Translated to the current educational insights competence-based learning is geared towards training students to learn independently and context based. Information from the outside is enriched in conjunction with existing knowledge, understanding, skills, expectations and needs. Especially in training at master level, this is an appropriate form of education. Developments in professional practice have encouraged this kind of learning. A constantly changing environment requires continuous updating of knowledge and ability to respond to ever changing requirements.


The skills and knowledge gained in practice must meet eight competencies.(see also Annex ‘Survey Professional Qualifications’). These eight competences are divided in four competences concerning the students attitude while practicing, and four competences in the different faces of the profession. The eight competences have been prepared jointly by the academies in the Netherlands are both related to the demands of WAT and to the internal competences of MA + U (see also ‘Transition Table External and Internal Competences’. The skills they develop by working in practice grade from year 1 to 4 of the study. This process is divided into three levels, indicating an increasing level of autonomy and independence of judging and acting:

Practice Portfolio year 1: all competences, level 1

Practice Portfolio year 2 and 3: all competences, level 2

Practice Portfolio year 4: all competences, level 3




1. Positioning

Argues one’s own position, one’s own functioning and choices with regards to design (design aspects, design project, profiling) and work (activities, business opportunities) in relation to:

- Position and developments within the occupational group/the discipline.

- The role and responsibilities of the architect / urban planner/ landscape architect.

Operational levels (Level 2):

• Shows oneself to be actively aware of developments and history of the profession, the social developments and consciously makes connections to one’s own design work and professional practice

• Analyses the professional responsibilities (both formal and ethical) that the profession entails.

• Analyses design choices and design results of colleagues and applies them in modified form to one’s own design choices.

• Applies knowledge and insights of one’s own discipline and related professional fields.

Learning outcomes professional experience products (Level 2):

• Practical documents which demonstrate one’s own position, the functioning, the considerations and the choices, with examples which feature:

o description of one’s own views on the social developments of the occupational group/discipline.

o description of one’s own views on the role and professional responsibilities of the architect / urban planner /landscape architect.

o description of one’s own designs, and one’s own role and position.


2. Organising

Organises (one’s own) work and design processes, works together effectively with colleagues, different beneficiaries, disciplines concerned and acts responsibly on the basis of one’s insights into tactical, strategic and organisational aspects of business practice and the decision-making process.

Operational levels (Level 2):

• Oversees his own work and design processes and those of direct colleagues within the firm and/or project team. Within this context the student can:

• almost independently plan work activities and (simple) projects in a realistic way (regarding content, finances, time)

• structure, coordinate and survey the progress and quality of his own work activities

• independently and the work activities of others with some guidance.

• anticipate and respond adequately to problems and unexpected situations.

• achieve adequate results in collaboration with colleagues and/or external parties.

Learning outcomes professional experience products (Level 2):

• Practical documents with one’s own products and experiences regarding planning and organising (reports internal/external meetings, plans, staff deployment, finances). This includes explicit attention for:

• investigations and evaluations of the organisation and management of the organisation.

• investigation and evaluations of projects (planning, budgeting and safeguarding).

• examples of (successful) collaboration with colleagues and/or external parties.


3. Interpersonal skills

Acts in professional practice situations with an awareness of social considerations and responsibilities, professional values/norms and judicial frameworks, and identifies tasks, opportunities or problems.

Operational levels (Level 2):

• Can name relevant social responsibilities and developments and relate them to the design (under development)

• Acts in accordance with the professional values and norms in dealings with other parties.

• Incorporates the relevant judicial frameworks in the development of the design and realisation process.

Learning outcomes professional experience products (Level 2):

• Incorporates to some extent the social responsibilities and social developments pertaining to the design during the explanation of a design.

• Exhibits a professional attitude pertaining to the professional role in dealings with other parties and during explanations of a design.

• Correctly invokes the judicial frameworks applicable to the project.


4. Communicating

Communicates in a convincing manner (visually, in writing and orally) to a diverse audience about his professional position, design approach, working method, research and/or design project.

Operational levels (Level 2):

• Demonstrates an adequate and relevant information selection;

• Attunes the information provision to the target group;

• (Jointly) prepares presentations;

• (Jointly) consults with various external parties.

• Consciously chooses means and techniques.

• Is broadly goal-oriented and efficient in the information transference.

• Demonstrates basic empathetic ability in dealings with other parties.

Learning outcomes professional experience products (Level 2):

• Practical documents containing examples of one’s own:

o correspondence

o reports

o visualisations

o sketches and diagrams

o drawings

o scale models

o schemes

o texts

o (partial) presentations (2D and/or 3D)

o explanation and reflection on the above-mentioned components

o explanation and reflection on the nature of various meetings

o explanation and reflection on discussions held and various project presentations




5. Enterprising

Recognises how assignments are determined, defined, initiated and/or acquired and organised professionally, contributes (as part of a team) to defining the assignment, feasibility research and drawing up project plans. Takes initiative to obtain (more) responsibility with regards to the organisation of the firm and/or project management.

Operational levels (Level 2):

• Indicates the means and activities necessary to obtain/initiate assignments.

• Acknowledges and indicates which business frameworks are relevant to the projects student is involved in.

• Develops problem-solving approach independently (for smaller assignments) or in collaboration (larger/more complex assignments), on the basis of inventories and analyses of the wishes and ambitions of the client(s) and stakeholders (within historical, social, cultural, spatial, ecological, technical, aesthetic, judicial and financial context).

• Draws up a programme of requirements independently (smaller assignment) or under supervision (larger or more complex assignments)

• Shows enterprising conduct within one’s own work activities:

o identifies opportunities and takes initiatives

o is innovative and is able to think ‘out of the box’

o takes risks and shows daring

o displays persuasiveness and perseverance.

Learning outcomes professional experience products (Level 2):

• Practical documents with one’s own products and experiences revolving around the diverse aspects of obtaining and initiating assignments and the business and design-related agreements which subsequently follow. This includes products such as stakeholder inventories, force field analysis, feasibility research and programme of requirements of (partial) assignments which have been worked on independently or with others.

• In the portfolio, special attention is paid to:

• exploration and analyses, aimed at familiarising oneself with the strategic and communicative skills and means necessary to obtain and initiate assignments.

• activities and analyses aimed at familiarising oneself with the ways in which business agreements are established and selection and tendering procedures proceed.


6. Designing

Researches, analyses and defines functional and conceptual points of departure for the design and, creates the foundation for a design in a structure design or functional-spatial concept, and develops this into an integral final design and/or spatial advice.

Operational levels (Level 2):

• Formulates a spatial formulation of a problem using relevant analysis and/or research results.

• Applies the points of departure and the preconditions coherently to a design.

• Deploys appropriate design tools and design techniques to find a spatial solution.

• Brings a sense of coherence to the different scale levels and design domains.

Learning outcomes professional experience products (Level 2):

• Practical documents with one’s own products and experiences, including:

o design sketches and drawings.

o images of models, scale models etc.

o presentation images (with an indication of visual manifestation, materialisation, atmosphere etc.).

o explanation of the work performed.

o explanation of the relevant and applicable regulations and permits.

o explanation of the aspects of application, maintenance, sustainability.

o explanation of collaboration with experts and professionals from different design domains.

o reflection on work performed and the actions of the level mentioned.





7. Preparation realisation phase

Has a clear picture of the technical, financial, contractual and judicial aspects of the design, including the consequences for the realisation preparation phase, adequately applies these insights and can advise the client about it.

Operational levels (Level 2):

• Works independently on the realisation of the technical elaboration or the specified spatial advice of (parts of) a simple final design or on a more complex final design under supervision;

• Integrates advice of experts in the field of physics, installation technology and (fire) safety;

• Advises on simple designs independently on the realisation of technical specifications or on more complex designs under supervision;

• Indicates which process documents and/or permits are needed prior to the realisation of the design and how they are set up, employed and/or applied for and applies this under supervision;

• Demonstrates knowledge of realisation costs and budget methodology through one’s own projects with the relationship between the budget and the overall financial consequences of the design proposals during all phases;

• Demonstrates knowledge of the different ways of contracting and procurement, including the relevant laws and regulations and is able to offer general advice on this.

Learning outcomes professional experience products (Level 2):

• Practical documents with one’s own products and experiences with regards to recording a final design into a technical design or specified spatial planning document. This describes and shows the relevant realisation of technical specifications.

• In the practical documents, there is specific attention for:

• construction preparation documents and/or planning documents (technical preconditions, detailed elaborations, material definitions, (performance) specifications, etc.) drawn up under supervision as the realisation of technical specification of a final design.

• construction preparation documents and/or process documents drawn up under supervision required to apply for permits and/or prior to the implementation of a design.

• showing or describing of examples of cost management in projects the student works on.

• describing different ways of contracting and procurement and showing examples of involvement in advising.


8. Supervision implementation and execution

Comprehends the aspects of implementation of the design, on the basis of which he manages the implementation and/or supervises it and checks the results.

Operational levels (Level 2):

• Works under with others on the elaboration of the design and/or spatial advice with regards to the preparation of the technical aspects, and the realisation in relation to the whole of the design.

• Works independently and/or with others on aesthetic control with regard to the detailed elaboration of the technical aspects in relation to the entirety.

• Outlines the responsibilities and communication processes with regard to the management.

Learning outcomes professional experience products (Level 2):

• Practical documents with one’s own products and descriptions of one’s own experiences with regard to supervised preparation and supervising the realisation of smaller and/or parts of designs or supervised preparation and supervising the realisation of larger, more complex designs.

• Examples of products and descriptions:

• Leading of projects independently or under supervision.

• directing) production of construction plans and/or technical planning documents independently or under supervision.

• Checking construction plans and/or planning and realisation documents independently or under supervision.

• products which demonstrate the communication and collaboration with involved parties during the execution or implementation such as correspondence, reports etc.

• description of involvement in aesthetic control.

• descriptions with regard to the knowledge obtained in the field of management and/or the implementation of designs.


4. Self-study

To be admitted to the MA + U programme students are in the possession of a Bachelor degree. On that basis, they are a full-fledged employee working in the professional field. The deployment they should realize when studying as an employee is essentially one of personal growth. The quality of their development is determined by the extent to which they themselves are committed and take responsibility. The structure of the concurrent curriculum encourages this (study) attitude.


The emphasis on self-study relates to the great diversity in professional practice of architects and urban designers. Work situations of students vary widely and may have very different pathways. Within the limits of the initial and final attainment of professional practice the students can indicate what their own learning objectives are. In all cases they are therefore responsible to find a relevant workplace


The coordinator of professional practice at MA + U is the main contact person for all students when it comes to professional practice. The coordinator visits the workplace twice, usually in the first and in the third year. In an interview with both employer and student the coordinator reviews the nature and level of work, the individual development of the student, and discusses the competencies that will be developed. The visit is not an assessment but focuses on monitoring the development of the student in practice.


5. Workload

Both internal and external curriculum lasts four years. In order to be registered for the training students work at least 20 hours per week in a relevant professional setting. This working in practice belongs to the external curriculum of the programme. Both the internal and external curriculum are equally heavy and consist both of 120 credits (30 credits per year).


6. Method of assessment

The assessment of the results of the professional practice part is performed by external experts, under the final responsibility of the coordinator of professional practice. At the end of each study-year the development is assessed on the basis of an assignment prepared by the student: a practice portfolio, and practice forms on which both employer and student indicate the obtained level of competences.


Contents practice portfolio

The practice portfolio is more than a record of the projects of the office to which the student was employed. It provides insight into the skills and knowledge gained in practice. It is not a snapshot, but the portfolio provides an overview of the development that the student has made. The portfolio is a reflection on their own actions and includes an development plan for the future. At the end of each school year, a new portfolio is created, in which the development, skills and knowledge of that year that are presented. However, it is important to also (briefly) show the development in previous years.



The skills and knowledge gained in practice must be directed to the above eight competencies. The practice portfolio consists of at least 4 x A3 with images and a brief explanation in text. The choice of the projects is determined by the learning process that can be indicated. Selections can range from a key detail that explains the design concept to a total design with the most critical decision points. The explanatory text, the context (client, location, phase) described, and the learning moments explained (task, problem definition, process, reflection and evaluation). In the portfolio the emphases is on your own role in the process. Students are trained in the first year in the drafting and preparation of portfolios.


Besides the portfolio, the determination of the developed competencies should be outlined in a "Practice Text' of at least 1,000 words. This text is separate from the notes to the footage of the practice portfolio, but indicates the context in which to understand the teaching moments. To understand the background of the student, a resume should be included as well.


Consultation with the coach, mentor or employer is required to approve the practice portfolio, All papers must be released by the employer and signed.



There are four forms to be completed, signed and submitted:

• Practice Form (July / December)

• Practice Form (January / to June)

• Checklist student

• Checklist employer



The practice portfolios are submitted by the students and studied in advance of the presentations by external evaluators. The coordinator organizes a practical portfolio meeting and monitors the process. During this meeting, students present and discuss their practice portfolio in a digital presentation (approx. 20 min). The evaluators will raise additional questions, and advice on the presentation and convert their findings in a written review. The assessment shall be communicated to the students, commented upon and there is an opportunity for discussion.



• Overview professional qualifications, learning outcomeslevels and level indicators of the external curriculum of the Academies of Architecture (7-7-2014)

• Transition Table WAT (7-7-2014)

• Transition Table External and Internal Competences

• Practice Form (July / December)

• Practice Form (January / June)

• Checklist student

• Checklist employer





Practice portfolio (description see above)



Competence assessment based on portfolio plus additional documentation (see above)



See above



8 professional competences, level 2