On successful completion of the module, you should be able to:
1. Describe and evaluate the policy context for local planning;
2. Demonstrate an understanding the inter-related aspects of the planning
3. Develop key skills of planning analysis, goal formulation and site development;
4. Gain an appreciation of the importance of critical reflection for professionalism as a result of tutor and peer feedback at different stages of the work programme;
5. Enhance their teamwork capacity and their oral, written, diagram and presentational skills.

A summary description of the project stages is outlined below. Please note that a detailed project brief will be provided to students at the beginning of each new project stage outlining in detail the specific objectives of each stage, assessment, studio support and key deliverables.


1. Project Inception

During the first two weeks, students will be introduced to the project brief and the study area. They will be introduced to some of the issues relating to townscape analysis, historic analysis and demographic analysis and will be assigned to groups and will begin initial background analysis.


2. Gathering the Evidence

Students will be divided into small groups to undertake a desk study of the planning and policy context for the study area. This will primarily involve a review of policy documents, that provide the wider strategic context for our study, and secondary data, which will provide an evidence-base to inform both our analysis and future development options. Four themes will be examined:

a) Policy context
• National and Regional Policies: including the National Development Plan, National Planning Framework, and Regional Spatial and Economic strategies;
• County/City -level policies: County/City Development Plan and other county or city level strategies or plans.

b) Socio-economic context
• Trends relating to economy, society, demographics, housing etc.

c) Local urban context
• Historical context
• Growth of the town/neighbourhood/village, physical evolution
• Landscape context
• Access and Movement

d) Hinterland/Regional Assets
• Audit of local, sub-regional and regional assets (environmental, economic, community)

Outputs: Each group must give a presentation and submit a report outlining their key findings


3. Physical and Spatial Analysis – town/neighbourhood/village survey

This stage involves a fieldtrip to the study area to undertake a survey of the urban structure and physical planning context. This involves two core tasks: (1) a survey of the urban structure and urban design; and (2) survey of thematic areas. The seminars on townscape analysis and town surveys provided at the outset of the module will provide students with the skills necessary for the survey.

a) Urban Structure and Urban Design

Students will be divided into groups and allocated a section of the area to survey and analyse. This will include a survey and analysis of:
• Urban structure
• Townscape
• Land-use
• Urban character
• The public realm
• Architectural elements and features

b) Thematic areas

Each of the groups will be allocated one of the following topics to investigate for the overall area:
• Traffic and transport
• Retail and commercial
• Residential environments
• Safety and inclusion
• Landscape and open space
• Tourism


4. Physical and Spatial Analysis – Area Analysis

Based on the survey undertaken in stage 3 above, students will complete the analysis of the information collected and prepare material for a visual presentation of their findings.


Outputs:

1. Urban Structure and Urban Design: each group must prepare and submit a visual/graphical presentation of their analysis and complete an oral presentation of their material.

2. Thematic analysis: each group must prepare and submit a visual/graphical presentation of their analysis and orally present their findings.

Studio tutors will provide teaching support to develop presentation skills during this stage.



5. Visioning

A SWOT analysis provides a summary of the Strengths, Weaknesses, Opportunities and Threats facing the study area. The SWOT analysis is based on the analysis undertaken in previous stages of the project, and provides a basis for ‘brainstorming’ issues and synthesising findings to date.

The students will be divided into groups and each group will be asked to give a presentation in class on their analysis and to submit a brief report.

Outputs: class discussion and visual/graphic presentation.

Following the SWOT analysis, the entire class will work towards developing a vision statement and a set of future development goals for the study town.


6. ‘Realising’ – Future Development Options

At this stage, the class group is required to arrive at specific objectives for the future development of the town. These objectives are to be reached through a plenary session and group discussion. The specific objectives will be informed by the analysis undertaken in the above stages.

Each student will identify a potential development site, the development of which would facilitate the implementation of a specific objective.

Each student will be required to give outline details of their site selected, and the potential scope of development of the sites. Students will be required to demonstrate how the development proposals are integrated with the overall objectives for the area, and how they address the key issues raised in the survey and analysis stage of the study. The site details are required to demonstrate how the development of the site would achieve the implementation of the specific objectives.


7. Final presentation of development options

In this final stage, students are expected to provide a summary of their study and to visually and orally present their final development options.

Output: visual/graphic presentation of series of development options

Not applicable to this module.

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

Written feedback on essay on policy context post assessment. Feedback during studio on presentation of posters. Feedback on town analysis posters post assessment.