Students

GEOP463 – Planning and Design Project

2018 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Linda Kelly
Contact via email
6 First Walk Room 433
Credit points Credit points
3
Prerequisites Prerequisites
Admission to BPlan and (39cp at 100 level or above) including ENVG370 or GEOP370
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit provides an opportunity for final year planning students to consolidate, integrate and synthesise prior knowledge and learning across the multiple subjects of the program. The assessment focus of the unit culminates in the development of a structure plan in a local context. The workshop format of the unit combines group and individual work and provides an opportunity to advance specific skills necessary for strategic and site master planning and how this relates to urban planning at a local to regional scale. Attendance at six workshops on campus is compulsory and active participation is required.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

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

  • A critical understanding of the role of planning in designing healthy built environments.
  • Experience in the preparation of strategic planning documents.
  • An awareness of the planner's role in communicating issues to different audiences
  • An understanding of the interplay between planning and design and the planner's various roles in this process.
  • An ability to present complex issues clearly and succinctly.
  • An understanding of how to undertake various practical skills expected of a planner in the workplace.

General Assessment Information

Late Submission Policy

Unless a Special Consideration request has been submitted and approved,

(a) a penalty for lateness will apply - two marks out of 100 will be deducted per day for assignments submitted after the due date, and

(b) no assignment will be accepted more then seven days (including weekends) after the original submission deadline. No late submissions will be accepted for timed assessments - eg quizzes, online tests.

General information:

Assessment tasks are designed to ensure you are getting something out of the unit. You have a lot to gain from completing each task well – both as a student and a soon-to-be professional planner. Please let the unit convenor know if you need clarification about the expectations for each task. 

  • Familiarise yourself with the University’s policy on academic honesty.
  • Follow the guidelines provided for each assessment task carefully, taking note of the marking criteria.
  • All assignments should be well presented and properly referenced.
  • Text should be in a minimum of 11 point font, 2cm margins and use headings and subheadings as appropriate.
  • Use diagrams (maps, plans, photos, images) as appropriate – always cite them if they’re not yours; always incorporate them into your text using captions and/or descriptions; always make sure they are of a size and quality to be readable and useful.
  • Proof-read your work (more than once)
  • Use Australian English
  • Use the Harvard system of referencing.
  • The use of headers and footers is encouraged for assessments that are in the form of a report.
  • Assessment tasks are to be submitted on Turnitin by the date and time they are due.
  • Examples of assessment tasks and grading rubrics are provided on iLearn as a guide to students.

Assessment Tasks

Name Weighting Hurdle Due
Principles of urban design 10% No Week 3 August 17 10am
Site planning and design 40% No Week 8 October 5 midnight
Planning for Health 40% No Weeks 12 & 13
Attendance and participation 10% No week 13

Principles of urban design

Due: Week 3 August 17 10am
Weighting: 10%

Of the six urban design principles listed below, choose two:

  • legibility and memorability
  • character and 'sense of place'
  • permeability, connectivity and accessibility
  • human scale
  • safety and security
  • variety, interest and vitality

(Reference: Thompson, S and Magiin, P. J (eds) (2012) Planning Australia: an overview or urban and regional planning, 2nd ed Port Melbourne, Victoria, CUB)

From a list of spaces found on campus (that will be provided in class in week 1), you will consider one of these spaces within the framework of these two principles. Prepare a short critical evaluation of this space and recommend a strategy to improve it consistent with your two chosen principles. Prepare a 500 word report of your findings.


On successful completion you will be able to:
  • An understanding of the interplay between planning and design and the planner's various roles in this process.

Site planning and design

Due: Week 8 October 5 midnight
Weighting: 40%

Following our field trip to City of Sydney and Kings Cross (yet be confirmed) you will submit a report (max 2,000 words) addressing the following:

1. Fieldwork report

  • Background of relevant planning controls
  • Profile of the community
  • History of development on “site”
  • Demonstrate an understanding of the site
  • Reflection on the Urban Design Study briefing from the City of Sydney – including findings of recent community consultation

2. Design Brief

  • What is the Council’s intent for the site?
  • Develop a one page brief on your understanding of the issues

On successful completion you will be able to:
  • Experience in the preparation of strategic planning documents.
  • An awareness of the planner's role in communicating issues to different audiences
  • An understanding of the interplay between planning and design and the planner's various roles in this process.
  • An ability to present complex issues clearly and succinctly.
  • An understanding of how to undertake various practical skills expected of a planner in the workplace.

Planning for Health

Due: Weeks 12 & 13
Weighting: 40%

You are to undertake research into, and prepare a critical evaluation of, planning for healthy built environments. Your report would address the academic literature on the topic as well as discuss practical examples of where it has been implemented. The report would be 1,500 words. This part of the assessment is worth 20% of your final grade for the unit and is due to be submitted in week 13, November 9.

In addition, you are to undertake a recreational walk in a small group. This will be the Bay Walk, a recreational path that goes around Iron Cove in the inner west of Sydney. 

This will involve you undertaking some observational research with you as a participant. In evaluating the Walk you need to:

  • establish your criteria for evaluation – make sure you include its role in planning for healthy environments
  • prepare your evaluation including identifying any gaps or weaknesses
  • make recommendations for changes or improvements

Your experience and findings should be completed in the form of a 10-12 minutes presentation to the class in week 12. This part of the assessment is worth 20% of your final grade for the unit.


On successful completion you will be able to:
  • A critical understanding of the role of planning in designing healthy built environments.
  • An understanding of the interplay between planning and design and the planner's various roles in this process.
  • An ability to present complex issues clearly and succinctly.
  • An understanding of how to undertake various practical skills expected of a planner in the workplace.

Attendance and participation

Due: week 13
Weighting: 10%

Attendance is compulsory. Non-attendance will require documentation as required by the University's Special Consideration Policy. The unit is being taught involving you in active learning which will require you to participate in activities each session.The activities are designed to provide you with essential skills for working as a planner. In order to achieve maximum marks for this assessment it will not be sufficient to simply turn up, you will need to demonstrate engagement and participation.


On successful completion you will be able to:
  • An awareness of the planner's role in communicating issues to different audiences
  • An understanding of the interplay between planning and design and the planner's various roles in this process.
  • An understanding of how to undertake various practical skills expected of a planner in the workplace.

Delivery and Resources

GEOP463: Planning and Design Project is the capstone for the Bachelor of Planning and is valued at 3 credit points. The goal of this unit is to provide an opportunity in the final year to consolidate, integrate and synthesise prior knowledge and learning across the multiple subjects of the program.

The workshop format of the unit combines group and individual work and provides an opportunity to advance specific skills necessary for a planner in the workplace. The assessment tasks and workshop activities will include working on your own, in pairs or in groups. This will reinforce skills of working independently as well as working co-operatively and collaboratively.

GEOP463 is taught in block mode using seven three - four hour workshops over the course of the semester. Each session will include the following components:

  • Lecture or guest speaker presentation
  • Student presentation on previous workshop activity
  • Activity – field based and classroom based  

Recommended readings:

Gehl, J (2011) Life Between Buildings, Using Public Space, Island Press, Washington DC

Government Architect NSW (2017) Better Placed http://www.governmentarchitect.nsw.gov.au/policies/better-placed (accessed 11 July 2018)

NSW Heritage Office and Royal Australian Institute of Architects (2005) Design in Context: Guidelines for Infill Development in the Historic Environment http://www.environment.nsw.gov.au/resources/heritagebranch/heritage/DesignInContext.pdf (Accessed 24 July 2017)

Thompson, S and Magiin, P. J (eds) (2012) Planning Australia: an overview or urban and regional planning, 2nd ed Port Melbourne, Victoria, CUB

Urban Design Advisory Service (1998) Neighbourhood Character: An urban design approach for identifying neighbourhood character, Sydney, Department of Urban Affairs and Planning (in MQ Library)

Whyte, W (1980) The social life of small urban spaces,The Conservation Foundation, Washington DC

You will need to read widely to prepare for your assessment tasks.  Additional resources will be posted on iLearn as appropriate. You are expected to undertake your own research to identify appropriate materials and readings to inform your submissions.

Unit Schedule

11am - 3pm Fridays

 

Week #, date and time

Workshop Topic

Activity

Student Presentation

Week 1

3 August

11am - 1pm

Introduction to unit and assessment tasks

Public spaces - campus tour

 

Week 3

17 August

11am - 3pm

 

 

Planning for development

Local character assessment

 

 

 

Fieldwork: local character

Individual presentation of public space

Week 5

31 August

11am - 3pm

Understanding design and development

 

 

 

 

Preparation for Planning Panel exercise

Group presentation of neighbourhood character

Week 6

7 September

11am - 3pm

 

Field trip: Urban Design

 

 

 

Planning Panel

 

Mid semester break 17 September - 1 October

     

Week 9

12 October

 

Planning for centres and precincts

Knowledge exchange

 

Week 11

26 October

12noon - 4pm

 

 

Communicating the planning message & customer service

 

 

Writing for different audiences 

Codes SEPP

Preparation for week 12 presentations

Week 12

2 November

11am - 1pm

 

Planning for Health

Student presentations - assignment 3

 

 

 

 

 

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct​

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Experience in the preparation of strategic planning documents.
  • An ability to present complex issues clearly and succinctly.

Assessment tasks

  • Site planning and design
  • Planning for Health

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • An awareness of the planner's role in communicating issues to different audiences
  • An understanding of the interplay between planning and design and the planner's various roles in this process.
  • An ability to present complex issues clearly and succinctly.

Assessment tasks

  • Site planning and design
  • Planning for Health

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • A critical understanding of the role of planning in designing healthy built environments.
  • Experience in the preparation of strategic planning documents.
  • An understanding of the interplay between planning and design and the planner's various roles in this process.
  • An understanding of how to undertake various practical skills expected of a planner in the workplace.

Assessment tasks

  • Site planning and design
  • Planning for Health

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • A critical understanding of the role of planning in designing healthy built environments.
  • An understanding of the interplay between planning and design and the planner's various roles in this process.
  • An ability to present complex issues clearly and succinctly.

Assessment tasks

  • Site planning and design
  • Planning for Health

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcome

  • Experience in the preparation of strategic planning documents.

Assessment task

  • Site planning and design

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Experience in the preparation of strategic planning documents.
  • An awareness of the planner's role in communicating issues to different audiences
  • An ability to present complex issues clearly and succinctly.
  • An understanding of how to undertake various practical skills expected of a planner in the workplace.

Assessment tasks

  • Site planning and design
  • Planning for Health

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

  • An awareness of the planner's role in communicating issues to different audiences

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • A critical understanding of the role of planning in designing healthy built environments.
  • An understanding of the interplay between planning and design and the planner's various roles in this process.

Assessment tasks

  • Site planning and design
  • Planning for Health