Subject area: Town and Country Planning and Landscape Architecture

LTSN Subject Centre: Built Environment, Cardiff University, http://cebe.cf.ac.uk/index.html [opens in a new window]

Applicability to other subject areas: The case study involves development of spatial literacy in a practical context and could be applied to many aspects of built environment education, for example architecture, housing studies, property and construction, urban regeneration. Skills developed have applicability to the workplace and employability.

Ease of transferability of ideas to other subject areas: The project has a multidisciplinary element. The emphasis could shift between subject areas to explore their roles and inputs, or could be developed in a collaborative manner. The case study described involves both town and country planning students and landscape students, but could easily embrace other related discipline areas.

Level: The project outcomes can be varied to allow assessment at a range of levels, although this particular module operates at under graduate level two/three.

Participants: Thirty three students and three tutors were involved in the project. Additional technical and professional support was provided at key stages. The project is initially introduced in the classroom, but then requires students to visit a chosen site and surrounding area, following which it is 'desk based'.

Independent study/group work: The project can be divided into two stages, with a third stage under development. The case study examines stages one and two.

Stage One - this involved both town planning and landscape architecture students, working in multidisciplinary teams of 4 or 5, undertaking a physical and functional appraisal of the selected site and surrounding area. The results of this appraisal were used to inform a 'development brief' which sets out the policies and principles for the development of the site. The class as a whole voted for the brief which they wished to see taken forward to stage two.

Stage Two - town and country planning students were required to design a scheme for the redevelopment of this site. They were required to provide a site layout, showing the location of various buildings and uses, means of access to and within the site and the location of areas of landscaping. Their design should meet the requirements of the chosen development brief and other relevant planning policy guidance currently in operation. The scheme was to be drawn at a scale of 1:500 and accompanied by a planning application and supporting statement. The latter document should explain any variations from the development brief or planning policy and reasons for doing so.

Stage Three (under development) - will require the landscape students to evaluate the landscaping areas identified within the various redevelopment schemes. A scheme will be selected, for which they will be required to produce a detailed landscape design.

Study mode: The students are full-time. The project could run equally well on a part-time basis.

Pedagogical approach: The module is essentially problem based and experiential learning.

Teaching methods: The teaching methods involve an initial lecture on site evaluation techniques, followed by workshops and group tutorials.

The first stage concludes with an assessed presentation and the submission of a written 'development brief'.

The second stage consists of an initial lecture, followed by workshops and individual tutorials.

The third stage will involve workshops aimed at evaluating the various landscape design issues associated with a range of layouts, followed by workshops and individual tutorials.

Feedback is given both verbally, through individual tutorial sessions and group feedback, and in writing at the end of each stage of the module.

Typical learning time: The whole module should involve each student in 120 hours of study.

Prior knowledge required: The module involves the student applying knowledge gained earlier in their course, through a variety of sources. There are no 'prerequisites', but the module seeks to encourage students to explore the practical application of those ideas and concepts to which they have already been exposed. Students do however require an understanding of GIS concepts, mapping concepts and an appreciation of the functionality of the software.

Assessment: Assessment is at two points.

The group work (50%) is assessed through an oral and visual presentation, supported by a written submission and associated plans, and takes place at the mid-way point in the module.

The individual work (50%), for town and country planning students, takes the form of layout drawings, completed planning application forms and a supporting written statement. This submission marks the end of the project for this group (except for the feedback).

The individual work (50%), for landscape architecture students, will take place in the third stage of the project.

Prior experience: In past years, students have relied upon paper copies of OS maps for the data and information required.