ABB102 Design 2: Site and Context
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | ABB102 |
|---|---|
| Equivalent(s): | DAB102, DLB102, DTB102, ADB102 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,192 |
| Domestic tuition unit fee | $4,704 |
| International unit fee | $5,436 |
Unit Outline: Semester 2 2026, Gardens Point, Internal
| Unit code: | ABB102 |
|---|---|
| Credit points: | 12 |
| Equivalent: | DAB102, DLB102, DTB102, ABD102 |
| Coordinator: | Kate Church | kate.church@qut.edu.au |
Overview
This unit introduces principles and elements of spatial design with a focus on site and context.
From a platform of foundational knowledge of design theory and process, you will explore the spatial design practices of architecture, landscape architecture and interior design.
You will be able to apply creative imagination, design precedents, research, emergent knowledge and critical evaluation in formulating and refining concept design options, including the exploration of the intangible aspects, and tangible formal and spatial qualities of sites and their contexts.
Learning in this unit is project-based in collaboration with peers, supported by lectures, readings, practicals and studio activities.
You will build from this unit in your discipline-focused second year design units.
You will be introduced to professional knowledge that aligns with items 17, 18, 26 and 36 of the AACA national competencies for Architects.
Learning Outcomes
On successful completion of this unit you will be able to:
- Undertake site, cultural and contextual analysis as a part of preliminary design research.
- Capture, record and represent qualities and characteristics of site and context to identify and inform sustainable design outcomes.
- Gain insight and introductory level understanding of First Nations perspectives on site and context, appropriate approaches for spatial design professions to engage with First Nations peoples and knowledge systems, and ways these may inform design practice and outcomes.
- Communicate introductory design ideas to different audiences by a variety of media
- Reflect on conditions, qualities and significance of site and context and identify their impact on the design process.
Content
Understanding site and context
- Tangible and intangible site conditions, qualities and characteristics
- First Nations perspectives on site and context
- Urban and broader contextual conditions
- Methods for site observation, analysis and interpretation
Spatial design thinking
- Imagination and development of spatial ideas
- Formal and spatial design generation and abstraction
- Spatial quality and place-making strategies
Design communication and representation
- 2D and 3D representation techniques and media
- Physical modelling methods
- Testing and communicating spatial design ideas
Material and technical knowledge
- Materiality, fabrication and assembly principles
Learning Approaches
Studio-based projects form the core of this unit, supported by lectures, readings, and group discussions. Projects are grounded in real sites to develop practical skills in site analysis, contextual spatial design, and professional communication.
Project work may include opportunities to learn from First Nations knowledge holders and industry professionals through appropriate cultural protocols.
Collaborative learning occurs through:
- Peer-to-peer critique and feedback during studio sessions
- Individual presentations with class discussion and response
- Tutor-led workshops and design reviews that build collective understanding
Individual development includes independent project-related research, reflection on design process and learning, iterative design refinement between in-class feedback sessions and progressive skill building in visual and verbal presentation methods.
Integration of theory and practice happens through studio sessions during which you learn to apply concepts from lectures and readings to design projects, developing both technical knowledge and critical thinking about site, context, and design process.
Feedback on Learning and Assessment
Ongoing studio feedback occurs through weekly individual 'desk critiques' with studio staff and peer discussions, helping you refine your spatial design and technical skills progressively throughout the semester.
Formal design reviews provide structured opportunities to present work and receive comprehensive feedback from staff and peers at key project milestones.
Cohort-wide feedback addresses common learning points and frequently asked questions, shared through QUT Canvas to support all students' development.
Assessment feedback includes detailed rubric-based comments and grades provided with each major assignment, identifying strengths and areas for improvement in your work.
Assessment
Overview
The summative assessment items in this unit, develop your understanding of site and context through two spatial design projects and a reflective submission.
Your learning is assessed in assessments 1 and 2 through the application of four main criteria:
- Design concept (ULO 1, ULO 2, ULO 3)
- Implementation of design methods (ULO 1, ULO 2, ULO 3, ULO 4)
- Continuous Design Process (ULO 1, ULO2, ULO 3, ULO 4, ULO 5)
- Communication through models, drawings, verbal presentation (ULO 4)
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Design Project 1
You will develop a design proposal, for a given location, that explores and responds to Site and Context.
This assessment task is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Design Project 2
You will use a process of research, analysis, and creativity to design a spatial project, in a given location/context, exploring Site and Context.
This assessment task is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
- Drawing, making and presenting materials and equipment.
- A list of recommended and required readings will be advised in class at the beginning of the semester and available on the Canvas unit site.
Risk Assessment Statement
All commencing Faculty of Engineering students are required to complete the Mandatory Safety Induction
Health & Safety Inductions'
Students are required to complete, if haven't already previously completed, the following inductions / certificates:
- General Safety Induction (completed online): For risks associated with using campus buildings or facilities, refer to the Mandatory Safety Induction. This must be completed online.
- This unit (also) requires a FoE General Health and Safety Induction course, which provides an overview of the facilities and general safety procedures for using the Gardens Point J block Workshop facilities.
Where substantial computer-based work is required, you are recommended to take regular rest breaks when engaging in prolonged computer-based work and ensure that your workstation is set up for optimal comfort to prevent strain or injury.
You will undertake lectures and/or classes in classrooms and lecture theatres. As such, there are no extraordinary workplace health and safety issues associated with these components of the unit, however, you may be required to undertake lecturer-led and individual site visits to construction sites. Prior to these site visits, you are required to attend a construction safety induction session and obtain a safety induction card. This safety induction session introduces you to the relevant workplace health and safety requirements of Queensland construction sites. A safety induction course is provided by the faculty. If you do not have, or cannot produce a safety induction card, you will not be allowed to undertake the site visits.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.AB01 Bachelor of Built Environment (Honours)
- Apply theoretical, practical and cultural knowledge and skills across a range of disciplines and specialist knowledge and skills in one built environment area.
Relates to: Design Project 1, Design Project 2 - Communicate knowledge, ideas and creative solutions in diverse modes, for a range of contexts and diverse audiences.
Relates to: Design Project 1, Design Project 2 - Plan, develop and complete research and other projects.
Relates to: Design Project 1, Design Project 2 - Strategically collaborate with diverse stakeholders and communities, including First Nations peoples.
Relates to: Design Project 1, Design Project 2
AB05 Bachelor of Architectural Design
- Apply theoretical, practical and cultural knowledge and skills in architecture.
Relates to: Design Project 1, Design Project 2 - Communicate architectural knowledge, ideas and creative solutions in diverse modes, for a range of contexts and diverse audiences.
Relates to: Design Project 1, Design Project 2 - Plan, develop and complete architectural research and projects.
Relates to: Design Project 1, Design Project 2 - Strategically collaborate with diverse stakeholders and communities, including First Nations peoples, as architectural thinkers.
Relates to: Design Project 1, Design Project 2