Effectively evaluate, utilise and communicate plan and policy-making methods, processes and strategies in response to social, economic and environmental problems.

Appreciate the role of design in creating high quality places.

Teaching/Learning Methods and Strategies

Cognitive skills are developed across modules and between stages. A variety of teaching methods are used to enhance these skills. Students are encouraged to evaluate information and think independently throughout their course, in lectures, small group tutorials, and interactive learning sessions.

Methods of Assessment

Combination of formative and summative techniques including individual essays and reports, group project work, unseen examinations, oral presentations, class tests and diary records. Students are awarded marks for their ability to demonstrate critical thinking and originality.

Demonstrate understanding of the scope, potential and complexities of planning issues and problems and evaluate the effectiveness of planning intervention as a form of action within processes of change.

Display a critical understanding of the place of values and ethics in planning.

Appreciate the political nature of planning and evaluate the broader governance, legal and institutional frameworks and procedures in planning.

Display a good understanding of theory and demonstrate the links between theory and practice.

Demonstrate a good awareness and understanding of professional working, roles, responsibilities and values.

Recognise the importance of stakeholder involvement in the planning process, in a context in which the diversity of cultures and ideologies are respected.

Teaching/Learning Methods and Strategies

Knowledge transfer in relation to planning theory, policy and practice takes place in lecture format. Small group tutorials and seminars also provide the opportunity for students to discuss and debate planning issues in more detail. Practical application of planning knowledge is typically delivered through studio-based project work, field trips and case study visits, computer labs using GIS or design-based software or in small group projects. An international dimension to planning issues is embedded within all modules and specifically addressed through an international field trip in Level 3, while issues regarding professional practice, ethics and the institutional framework of planning are embedded within specific modules.

Methods of Assessment

Knowledge acquisition and practical application is assessed through a range of formative and summative techniques, including individual essays and reports, formal examinations, class tests, group project work, oral presentations and reflective field diaries. Relevant discussion of the international and ethical dimensions to planning issues is also included in such assessments.

Display the range of other competencies required at this level for professional recognition by the Royal Town Planning Institute and the Royal Institution of Chartered Surveyors.

Besides having a good general knowledge of planning as a discipline, demonstrate good specialist knowledge in one or more areas of planning activity.

Recognise the importance of planning specific skills including negotiation, advocacy and interdisciplinary working.

Teaching/Learning Methods and Strategies

Students are exposed to a wide variety of learning experiences that include formal lectures, computer-based learning, seminars, project work and field study visits. The course also includes dedicated sessions for developing professional and learning skills.

Methods of Assessment

Combination of formative and summative techniques including individual essays and reports, group project work, unseen examinations, oral presentations, class tests and diary records.

Reflect on and manage their own learning and development within a work environment.

Use existing and new knowledge to enhance their professional performance in the workplace, evaluate the impact and communicate this process

Use graduate skills in a professional manner in the workplace, evaluate the impact and communicate the personal development that has taken place.

Apply personal and professional development strategies to plan, prioritise and manage their own skills development in a work place setting.

Research and apply relevant knowledge to enhance their skills and effectiveness in specific duties at their placement

Demonstrate their understanding of the work environment and their contribution to it.

Relate their work-based learning to their professional development and academic performance.

Teaching/Learning Methods and Strategies

Training and support is provided through panel discussions and seminars with employers, workshops for professional development, seminar discussions with recent graduates and workplace skills sessions, as well as opportunities to engage with planning practitioners.

Methods of Assessment

Combination of formative and summative techniques, including individual essays and reports, participation in group seminars and workshops, a logbook on placement and skills development, and a reflective essay on practice.

Effectively communicate planning information, ideas principles, arguments and proposals through written, graphic, oral and electronic means.

Demonstrate effectively written teamwork, problem-solving, numeracy, oral and information literacy skills.

Teaching/Learning Methods and Strategies

Transferable skills development permeates teaching and learning throughout the degree programme. The teaching and learning environment is supportive of the need to assist students in developing and enhancing their communication, IT, team working and employability skills.

Methods of Assessment

Students are asked to prepare and deliver presentations, and structure and write assignments, which encourages them to improve their oral and written communication skills. These formats also give students experience of using a range of software and allows them to advance their technical abilities. Some assessments are group based, which helps develop an awareness of how to work as a team, whilst others are individual based, which promotes time management skills.