Unit Outline

This unit provides a theoretical and conceptual foundation for advanced studies in urban and environmental planning. The unit covers the diverse functions and purposes of planning. You will have the opportunity to think critically about the philosophical and historical underpinnings of planning as a discipline, and the interactions between planning theory, wider social theory, and planning practice.

Different approaches to planning and their relative merits are considered, especially their importance for informing planning practice. We will examine the roles and responsibilities of planners in various capacities and contexts, including government, non-government and private sectors. Diverse planning methods such as strategic planning, adaptive planning, and community engagement are considered. Australian planning institutions are also reviewed – across federal, state, regional and local planning scales – and we examine relevant policies, processes and legislation.

You will participate in practical activities to develop your skills in planning, including fieldwork, data analysis, communication, plan evaluation, site assessment, risk management and project management. Upon successfully completing the unit you will understand what planners do, why we plan, how we plan, who is involved in planning, various planning tools and processes, and how we can tell if planning has achieved its goals.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Compare and Contrast historical and contemporary planning practices by describing interactions between planning theory, wider social theory and the evolution of planning as a practice
2	Explain the influence of Markets and Governance on planning as a profession using a systems thinking perspective
3	Formulate a response to contemporary planning issues using key social, environmental and economic data to inform your recommendations
4	Convey planning proposals to specialist and non-specialist audiences in accordance with academic and professional standards and frameworks

Alterations as a result of student feedback

Students reported that the workload for the unit was too demanding. Assignments have been fully redesigned with AHLT and Course Convenor to simplify and respect student's competing demands on their time. There are now 4 time travel field trips (Field Notes Reports), each woth 25%.

Teaching arrangements


ATTENDANCE MODE	TEACHING TYPE	LEARNING ACTIVITY	CONTACT HOURS	FREQUENCY
On Campus	Lecture (Online)	Each week you will watch a series of recorded video lectures. The first part of semester has a requirement to build foundational knowledge, so the workload (lecture duration) is more intense. As semester progresses, the workload will reduce (fewer and shorter lectures) as we focus on specific issues that are important for contemporary planning. You will need to watch the lecture before attending class.	3	Weekly
	Workshop	Each week you will attend a workshop in person, to build your core knowledge and develop skills and competencies required by the planning profession. In the first part of these workshops you will learn how to access and analyse census data, how to access and evaluate plans, and how to design a stakeholder engagement process, among other skills. In the second part of the workshops, you will participate in an open discuss that links these skills with assessment tasks, to consolidate your learning.	2	Weekly
	Fieldwork	During the semester, on four separate occasions, you will travel to the field, in person, to observe in the built environment. These unique time-travel field trips provide the opportunity to visit some iconic moments in planning history and theory, crossing space and time. You'll consider whether and how planning has been successful. Site visits are a key part of planning and this fieldwork will build core planning skills and will help you to link theory and practice.	4	Study Period 5 times
	Independent Learning	Each week you will have two required readings. These readings are expected to take an average of 1.5 hours per week to both read and understand the scholarly articles. In some weeks, the readings are very technical, while in others you can expect an easier read. Some readings will be older, focusing on key moments or ideas in planning history - others will be contemporary. You will also have an optional podcast to listen to for the assessment tasks.	1.50	Weekly
	Project	You have a total of four assessment tasks for the unit. Each assessment task on average may take you 5 hours a week in your own time, with a total of 20-25 hours per assessment task. The final assessment task (AT4) contains an ‘assurance of learning’ task.	5	Weekly
Online	Lecture (Online)	Each week you will watch a series of recorded video lectures. The first part of semester has a requirement to build foundational knowledge, so the workload (lecture duration) is more intense. As semester progresses, the workload will reduce (fewer and shorter lectures) as we focus on specific issues that are important for contemporary planning. You will need to watch the lecture before attending class.	3	Weekly
	Workshop (Online)	Each week you will attend a workshop online, to build your core knowledge and develop skills and competencies required by the planning profession. In the first part of these workshops you will learn how to access and analyse census data, how to access and evaluate plans, and how to design a stakeholder engagement process, among other skills. In the second part of the workshops, you will participate in an open discussion that links these skills with assessment tasks, to consolidate your learning.	2	Weekly
	Fieldwork	During the semester, on four separate occasions, you will travel to the field virtually to observe the built environment. These unique time-travel field trips provide the opportunity to visit some iconic moments in planning history and theory, crossing space and time. You'll consider whether and how planning has been successful. Site visits are a key part of planning. This virtual fieldwork experience, with online resources, will help you build core planning skills and link theory and practice.	4	Study Period 5 times
	Independent Learning	Each week you will have two required readings. These readings are expected to take an average of 1.5 hours per week to both read and understand the scholarly articles. In some weeks, the readings are very technical, while in others you can expect an easier read. Some readings will be older, focusing on key moments or ideas in planning history - others will be contemporary. You will also have an optional podcast to listen to for the assessment tasks.	1.50	Weekly
	Project	You have a total of four assessment tasks for the unit. Each assessment task on average may take you 5 hours a week in your own time, with a total of 20-25 hours per assessment task. The final assessment task (AT4) contains an ‘assurance of learning’ task.	5	Weekly

Attendance / engagement expectations

If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online or includes online activities, it is expected you will engage in all those activities as indicated in the Unit Outline or MyLO, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.

The Unit is delivered online and in-person, depending on your enrolment. If you enrol on the Sandy Bay campus, you are expected to attend in person. The unit has been timetables for synchronous delivers for all students in the unit. Please consult your timetable for the day and time you need to attend. The timetable has taken into account students who are working.

You will need to complete an assurnce of learning task as part of the final assessment, answering a question in myLO, via a timed recording. You will have a limited time to answer the question. The question will be directly related to unit lectures and compulsory readings. You are expected to have access to a personal computer with a working microphone and webcam and a reliable internet conncection to complete this task.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	The foundations of Western planning	Week 3	25 %	LO1, LO2, LO4
Assessment Task 2:	Advancing built environment solutions for social problems	Week 6	25 %	LO1, LO2, LO4
Assessment Task 3:	The rise of design thinking in planning reforms	Week 9	25 %	LO1, LO2, LO4
Assessment Task 4:	From theory to practice: strategic interventions for sustainable cities	Week 13	25 %	LO1, LO3, LO4

Assessment details

Assessment Task 1: The foundations of Western planning

Task Description:

In this assessment task you will combine personal research with field observations to explain the factors that gave rise to Western planning approaches.

You will examine a site in a Tasmanian city, travelling back in time to describe the environmental, social, political and economic conditions at the time, which impelled the formation of planning as a profession.

In the assignment you will apply insights from the unit lectures and readings to explain how theories about human societies and the physical world guided decision-making at the time for the use and development of built and natural environments. You will consider the consequences these decisions have had for contemporary planning practice.

And you will discuss whose knowledge was included in planning decision-making and whose was excluded, providing explanations for why that occurred.

You will be provided with a template in MyLO to structure your critical observations, reflections, and insights.

Please consult MyLO for further information.

Task Length:

Between 1,500 and 2,000 words, excluding references

Due Date:

Week 3

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain the application of planning and social theory to influence decision making about the use of built and natural environments	LO1
2	Describe issues arising from planning practices using a variety of historical and contemporary examples	LO1
3	Use unit references and resources to validate or justify observations	LO1
4	Outline the role of Markets and Governance in shaping planning practice	LO2
5	Present work with: no spelling, grammatical or typographic errors; subject-verb agreements; and correct tense	LO4
6	Use logical sequencing and flow to express ideas	LO4
7	Use evidence to present convincing arguments	LO4

Assessment Task 2: Advancing built environment solutions for social problems

Task Description:

In this assessment task you will combine personal research with field observations to explain the factors that gave rise to model industrial villages as a Western planning template.

You will examine a site in a Tasmanian city, travelling back in time to describe the environmental, social, political and economic conditions at the time, which informed the adoption of the model industrial village as a planning solution.

In the assignment you will apply insights from the unit lectures and readings to explain how theories about human societies and the physical world guided decision-making at the time for the use and development of built and natural environments. You will consider the consequences these decisions have had for contemporary planning practice.

And you will discuss whose knowledge was included in planning decision-making and whose was excluded, providing explanations for why that occurred.

You will be provided with a template in MyLO to structure your critical observations, reflections, and insights.

Please consult MyLO for further information.

Task Length:

2,000 words maximum, excluding references

Due Date:

Week 6

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain the application of planning and social theory to influence decision making about the use of built and natural environments	LO1
2	Describe issues arising from planning practices using a variety of historical and contemporary examples	LO1
3	Outline the role of Markets and Governance in shaping planning practice	LO2
4	Explain the role of institutions in decision making	LO2
5	Use unit references and resources to validate or justify explanations and relationships	LO2
6	Present work with: no spelling, grammatical or typographic errors; subject-verb agreements; and correct tense	LO4
7	Employ planning terminology appropriately to communicate ideas with clarity	LO4

Assessment Task 3: The rise of design thinking in planning reforms

Task Description:

In this assessment task you will combine personal research with field observations to explain the factors that gave rise to garden cities and suburbs as a Western planning template. You will examine a site in a Tasmanian city, travelling back in time to explore the environmental, social, political and economic conditions at the time, which informed the adoption of the garden city model as a planning solution. In the assignment you will apply insights from the unit lectures and readings to explain how theories about human societies and the physical world guided decision-making at the time for the use and development of built and natural environments. You will consider the consequences these decisions have had for contemporary planning practice. And you will discuss whose knowledge was included in planning decision-making and whose was excluded, providing explanations for why that occurred. You will be provided with a template in MyLO to structure your critical observations, reflections, and insights.

Please consult MyLO for further information.

Task Length:

2,500 words maximum, excluding references

Due Date:

Week 9

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain the application of planning and social theory to influence decision making about the use of built and natural environments	LO1
2	Describe issues arising from planning practices using a variety of historical and contemporary examples	LO1
3	Outline the role of Markets and Governance in shaping planning practice	LO2
4	Explain the role of institutions in decision making	LO2
5	Present work with: no spelling, grammatical or typographic errors; subject-verb agreements; and correct tense	LO4
6	Employ planning terminology appropriately to communicate ideas with clarity	LO4
7	Use evidence to present convincing arguments	LO4

Assessment Task 4: From theory to practice: strategic interventions for sustainable cities

Task Description:

In this assessment task you will build on your learning from the previous three assessment tasks to develop a strategic planning intervention for a contemporary planning challenge. You will combine personal research with field observations to explain the factors that gave rise to modernist planning principles and practices in Western planning. You will examine a site in a Tasmanian city, travelling back in time to explore the environmental, social, political and economic conditions at the time, which informed the adoption of modernist planning solutions. In the assignment you will apply insights from the unit lectures and readings to explain how theories about human societies and the physical world guided decision-making at the time for the use and development of built and natural environments. You will then consider how we can learn from past planning failures to develop better solutions to contemporary planning problems. Building on your understanding of whose knowledge was included in planning decision-making in the past, and whose was excluded, you will devise a strategic planning intervention, informed by stakeholder engagement, to improve contemporary planning practices to address climate change and promote sustainable cities. You will be provided with a template in MyLO to structure your critical observations, reflections, and insights. Upon completion of this final assignment, you will be asked a question that you will answer via a short recorded video in MyLO. This will provide you with an opportunity to discuss your learning across the unit content.

Please consult MyLO for further information.

Task Length:

3,000 words maximum, excluding references

Due Date:

Week 13

Weight:

25 %

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks. The final Field Notes Report will include an Assurance of Learning task.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.