Understanding the ARB’s New Competency Framework for Registration 👷‍♀️👷

As the profession evolves, so too does the way we assess readiness to enter it. The Architects Registration Board (ARB) has introduced a revised assessment framework that sets out a single, clear standard for entry to the Register regardless of the route taken to get there.

This framework defines the threshold competencies required for registration as an architect. In other words, it describes what you must know, understand, demonstrate and consistently perform by the point you join the profession.

These outcomes now sit across five core competency areas:

1. Contextual and Architectural Knowledge

2. Design

3. Research and Evaluation

4. Management, Practice and Leadership

5. Professionalism and Ethics

Importantly, competence is no longer framed as simply passing an exam or producing a strong portfolio. The guidance is explicit: competence is about having the knowledge, skills and behaviours required to carry out the role successfully.

For Part 3 candidates, this shift is significant. Examiners, employers and universities are now expected to align assessment and support directly around these outcomes.

How Competence Is Measured: An Adapted Miller’s Pyramid

Before diving into the five areas, it’s important to understand how competence levels are described. ARB adapts George E. Miller’s pyramid (widely used in clinical education) into four levels applicable to architectural education and practice:

1. Knowledge (“Knows”)

You have sufficient grounding to recognise why an area is important and when it is relevant. This includes subject knowledge and behavioural norms but not necessarily applied experience.

2. Understanding (“Knows How”)

You can apply knowledge in limited or managed situations relevant to practice.

3. Ability (“Shows How”)

You can demonstrate capability in authentic situations with real constraints and complexity, such as a comprehensive design project or supervised professional experience. Where necessary, simulated scenarios may be used.

4. Performance (“Does/Is”)

You perform consistently and independently in complex professional contexts. At this level, competence reflects not just skill, but professional identity and commitment.

Each outcome in the ARB framework is mapped to a required level at the end of an academic qualification (Level 7 / Level 11), and again at the point of registration following professional experience.

For Part 3, the Practice Outcomes are especially important, this is where you must show that you are performing competently in real or authentic professional contexts.

Four Cross-Cutting Themes

Across all five areas, ARB emphasises four recurring themes:

• Environmental sustainability

• Fire and life safety

• Equality, diversity and inclusion

• Building technology

For Part 3 candidates, this is a clear signal: these themes must appear throughout your experience and reflections not isolated in a single sustainability or CDM section.

The Five Competency Areas Explained

1. Contextual and Architectural Knowledge (CK)

This area focuses on understanding the wider landscape in which architecture operates.

Key outcomes include:

• CK1 – Understanding global, cultural, social, technological and economic influences on architecture and urban design.

• CK2 – Knowing the role of architects within society, design teams and the construction industry.

• CK3 – Understanding social sustainability, social value and inclusive design principles.

• CK4 – Grasping climate change and biodiversity principles as they relate to design and construction.

• CK5–CK7 – Understanding construction, materials, services, building physics, environmental design, and safety principles.

Although framed largely at the level of knowledge, Part 3 candidates are still expected to demonstrate how this understanding informs real project decisions. For example, how building physics knowledge shapes façade strategy or overheating analysis.

2. Design (D)

This is where competence moves clearly into demonstration of ability.

The Design outcomes require candidates to:

• Prepare and present architectural projects of varying scale and complexity (D1).

• Develop and refine briefs in collaboration with stakeholders (D2).

• Integrate artistic, spatial, social and technical requirements (D4).

• Address structure, construction, services and environmental strategies (D5).

• Demonstrate lifecycle awareness and environmental responsibility (D7–D10).

• Integrate fire safety, life safety and inclusivity (D11).

• Use appropriate digital systems for modelling and information management (D12).

For Part 3, design competence is no longer judged purely on aesthetics. Examiners will expect evidence that design decisions respond demonstrably to performance standards, safety requirements, sustainability goals and inclusive user experience.

3. Research and Evaluation (RE)

Architects must investigate, test and critically appraise information not simply apply standard solutions.

Key outcomes include:

• Using research and experimentation to solve problems (RE1).

• Working with stakeholders to define constraints and opportunities (RE2).

• Evaluating precedents critically (RE3).

• Locating and applying legislation, regulations and policy (RE4).

• Working with incomplete or conflicting information and exercising judgement (RE5).

• Understanding modelling and post-occupancy evaluation (RE6).

For Part 3 candidates, this connects directly to professional judgement. You must demonstrate how you interpret regulation, reconcile conflicting guidance, and make defensible decisions when information is incomplete.

4. Management, Practice and Leadership (M)

Traditionally central to Part 3, this area moves strongly toward Ability and Performance.

Outcomes include:

• Sustainable and ethical practice management (M1).

• Financial management and fee setting (M2).

• Understanding employment structures and wellbeing implications (M3).

• Managing projects and administering contracts (M4).

• Navigating procurement routes and contractual relationships (M5–M6).

• Applying risk management, insurance and liabilities (M7).

• Managing cost and budgets (M8).

• Planning and communicating health and safety arrangements (M9).

• Communicating effectively across disciplines (M11).

This cluster reinforces that competence at registration means more than assisting on projects. It requires understanding procurement strategy, contractual frameworks, risk allocation and financial control.

5. Professionalism and Ethics (PE)

This final area emphasises behaviour, responsibility and identity as an architect.

Outcomes include:

• Acting in accordance with the Architects Code of Conduct (PE1).

• Demonstrating commitment to equity, diversity and inclusion (PE2).

• Exercising leadership and collaboration (PE3).

• Upholding health and safety obligations (PE4).

• Protecting environmental and societal wellbeing (PE5).

• Recognising duties of care (PE6).

• Reflecting on learning needs and limits of competence (PE7–PE8).

Many of these are set at Performance level by registration. This signals a clear shift from “student” to “professional”.

Academic vs Practice Outcomes

A structural feature of the framework is the distinction between:

• Academic Outcomes (end of Level 7 / 11)

• Practice Outcomes (point of registration)

An outcome demonstrated at Knowledge level during Masters study may need to be demonstrated at Ability or Performance level at registration.

Three implications follow:

1. You must build on academic learning and show real-world application.

2. Some outcomes may be evidenced through simulated scenarios if live experience is limited.

3. At registration, consistent and independent performance is expected, particularly in Management and Professionalism areas.

Practical Implications for Part 3 Preparation

With the framework coming fully into effect in 2027, candidates should consider adapting their preparation strategies.

A practical approach might include:

• Using the five competency areas as a checklist when reviewing your CV, PEDR and case study material.

• Mapping live projects explicitly to outcome codes.

• Identifying gaps where simulation or structured reflection may help.

• Ensuring sustainability, fire/life safety, EDI and building technology appear across multiple areas of work.

• Practising articulating your experience in competency language during mock interviews.

Rather than describing tasks in isolation, explain how a single project demonstrates Design, Research and Evaluation, Management and Professionalism outcomes together.

From “Doing” to “Being”

A subtle but powerful aspect of the framework is its emphasis on identity. At the top of the adapted pyramid sits “Does/Is”. Competence is not simply repeated performance it is the formation of professional character.

In practice, this means:

• Demonstrating commitment to ethics, sustainability and public safety even where you have not personally led every task.

• Accepting the responsibilities of registration.

• Recognising limits and seeking advice where appropriate.

• Reflecting continuously on development and standards.

What Does Competence at Registration Look Like?

Taken together, the five areas expect you to:

• Understand architecture’s social, environmental, technological and economic context.

• Design creatively while meeting safety, sustainability and inclusivity standards.

• Research, evaluate and exercise judgement responsibly.

• Manage procurement, contracts, risk and cost effectively.

• Act ethically and professionally with a clear sense of duty and care.

It is a demanding framework, but also a transparent one.

Final Thoughts

Under ARB’s new educational framework, Tomorrow’s Architects defines a single, structured pathway to registration regardless of route.

The new competency outcomes, replacing the traditional Part 3 Criteria, require demonstration across five core areas, underpinned by sustainability, fire and life safety, equality/diversity/inclusion and building technology.

Success now depends not just on what you have done, but on how you think, behave and perform as a professional architect.

For candidates, the key question becomes: At Masters level, I knew about this —What have I now done that shows I can apply it independently and consistently?

That mindset is exactly what the new framework is designed to encourage.