University of Chester

Programme Specification
Landscape Architecture BSc (Hons) (Single Honours)
2017 - 2018

Bachelor of Science (Single Honours)

Landscape Architecture

Landscape Architecture

University of Chester

Reaseheath College

Reaseheath College

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory, Work-Based inc.(practice / placement)

3 years Full time; 6 years part time

7 Years

Annual - September

KK32

K300

No

17a. Faculty

17b. Department

Medicine, Dentistry and Life Sciences Biological Sciences

The QAA Landscape Architecture subject benchmark statements for bachelor's degrees with honours and master's degrees in Landscape Architecture (July 2016, 3rd Edition) has been used to inform the academic development of the programme.

Landscape Institute following approval via the accreditation process

Department of Biological Sciences

Wednesday 30th November 2016

Landscape Architecture is distinguished by its’ position at the interfaces between art

and design, and the physical, natural, environmental and social sciences.

Landscape Management is the subject theme within the scope of landscape architecture that is concerned with the conservation and enhancement of landscapes all types, both urban and rural, and at all scales from the smallest open space to whole regions, for the benefit of current and future generations. It considers the complexity of interactions between humans and natural processes and the consequences of these interactions on the landscape including mitigation and amelioration strategies to address some of the key challenges of our times, such as: rapid urbanisation, climate change, flood alleviation and disaster recovery. Whilst the focus is on the practice of landscape management, as with all landscape architecture programmes , the consideration of other subject themes, including landscape design, landscape planning and landscape science is reflected within the scope of the programme.  

 The educational aims of the BSc (Hons) in Landscape Architecture  programme are as follows:   

  • To provide a high quality academic, practical and professional programme of study in landscape architecture
  • To provide students with the knowledge and understanding of a range of theories and concepts underlying landscape management including the social, cultural, economic and environmental context of the profession
  • To equip students with an understanding of the legal, institutional and administrative and ethical context in which landscape management is practised, with particular emphasis on the role of the chartered practitioner operating within the professional code of conduct
  • To enable students to apply relevant practical skills across a broad range of applications including site assessment and appraisal, landscape assessment, environmental audit, community consultation, the use of digital technologies and visual communication
  •  To develop key practical, professional and transferable skills to support professional practice including an understanding of the inter-disciplinary and multi-disciplinary interface between different areas of the profession
  • To enable students to utilise appropriate research methods, frameworks and theories to support professional and academic practice
  • To encourage the development of a professional approach to study through critical reflection and evaluation and the application of knowledge within professional contexts
  • To equip students with the skills and knowledge to deal with complex interactions to achieve landscape enhancement, management or conservation outcomes and the sustainable management, use and conservation of resources
  • To develop in students an awareness of the value and meaning of landscape in social, cultural, economic, environmental and sustainable terms and a responsibility for conservation and management of landscape of all scales and types, both urban and rural

The development of knowledge and understanding of underlying principles associated with landscape management  is fundamental in enabling the application and critique of core concepts and ideas, and the subsequent synthesis of new knowledge during students progression through the programme. Therefore, upon successful completion of this programme, students should be able to:

FHEQ Level 4

  • Demonstrate a systematic & rigorous approach to academic study (all modules)
  • Demonstrate a basic knowledge and understanding of relevant theories and concepts in the fields of landscape architecture and landscape management (RC4908, RC4907, RC4904,)
  • Develop new transferable skills specific to academic study and professional practice (e.g. site appraisal, survey techniques) that can be applied in areas of further study and/or within employment (RC4810, RC4909, RC4208, RC4902, RC4209)
  • Describe and independently use relevant techniques for the collecting and analysing a range of data (RC4810, RC4909, RC4208)
  • Demonstrate a basic knowledge and understanding of the global, regional and local contexts of the profession (RC4904)

  FHEQ Level 5

  • Demonstrate a comprehensive knowledge and critical understanding of relevant theories and concepts in the fields of landscape architecture (all modules)
  • Demonstrate a knowledge of the main methods of enquiry in landscape architecture (all modules)
  • Demonstrate an ability to apply knowledge of underlying concepts and principles outside the context in which the where originally studied, including in an employment and professional context (RC5915, RC5906, RC5905)
  • Develop an understanding of the limitations of their subject knowledge, and how this influences their own analysis and interpretation (RC5208, )
  • Develop an understanding of the physical and natural processes and anthropogenic impacts that shape the landscape and       the sustainable management of environmental impacts (RC5913, RC5914)
  • Demonstrate a knowledge of the identification and specification of various palettes of materials used within the profession (RC5907; RC5909)

 FHEQ Level 6

  • Demonstrate an extensive and systematic understanding of key theories, concepts and contexts relating to landscape architecture, specifically the acquisition of detailed knowledge to support continuing professional development (all modules)
  • Demonstrate an ability to utilise historical and existing knowledge to critically comment upon current research, devise and sustain arguments, solve problems and synthesise new ideas (all modules)
  • Develop an in depth understanding of the range of use and users and the role of the professional landscape practitioner in promoting and securing inclusive environments (RC6910; RC6912))
  • Demonstrate a knowledge an understanding of the historic and current context of the profession, including legal and ethical contexts, and the role of the chartered practitioner working within the professional code of conduct (RC6911; RC6909; RC6912)

Core cognitive skills are expected to be evidenced throughout all three years of study. To start, students undertaking study at level 4 should expect to demonstrate clear lines of thinking, description, knowledge recall and understanding, with progression towards an ability to reason in a scientific manner, critically evaluate and analyse, and to synthesize new knowledge. Therefore, upon successful completion of this programme, students should be able to:

FHEQ Level 4

  • Demonstrate an ability to present, evaluate and interpret data of a qualitative and quantitative nature, with the view to utilise these to make informed judgements (RC4208, RC4909, RC4810)
  • Demonstrate different approaches to solving problems, specifically through the manipulation of data, experimental design and data collection, and application of knowledge towards effective landscape architecture practices (RC4208, RC4909, RC4810, RC4902)
  • Demonstrate an ability to plan and execute research, evaluating outcomes and drawing valid conclusions through engagement with secondary research sources (RC4208; RC4902; RC4810)

 

FHEQ Level 5

  • Utilise a range of approaches to undertake critical analysis of information pertaining to key topics in landscape architecture, but also professional performance, and developing solutions to problems that may have arisen (all modules).
  • Develop an understanding of the limitations of their subject knowledge, and how this influences their own analysis and interpretation (RC5208, RC5906, RC5907)
  • Develop an ability to tackle and apply knowledge to familiar and unfamiliar problems, evaluating alternative proposals and demonstrating effective decision making (RC 5905; RC5906; RC5912)
  • Demonstrate an ability to formulate and interpret project briefs, identifying appropriate aims and objectives and developing creative and innovative solutions in a sustainable context (RC5905; RC5907; RC5909; RC5912)

FHEQ Level 6

  • Develop an appreciation of ones own uncertainty, ambiguity and limitations of knowledge specific to themes in landscape architecture (all modules)
  • Demonstrate an ability to critically evaluate the arguments, theories, assumptions, abstract concepts and scientific evidence (data) in order to make informed judgements, synthesize new knowledge and identify a range of appropriate solutions to a given problem(s), including those typically encountered within themes of scientific enquiry and landscape architecture (all modules)
  • Demonstrate an ability to identify relevant theory, concepts, principles and techniques to generate appropriate policies, strategies, plans or practical interventions at a range of spatial and temporal scales (RC6907, RC6906)
  • Develop an understanding of the value and meaning of landscape from the perspective of various stakeholders and integrate the needs of stakeholders into proposals (RC6910; RC6907; RC6906)

All students should be expected to evidence the development and enhancement of professional skills during their studies.

Emphasis is also placed on the development of soft skills that can be transferred to the employment sector as a graduate (e.g. communication, time management and team working  skills, problem-solving abilities). Technical skills should be demonstrated specific to the discipline including development of site and environmental appraisal, project management, landscape specification and the use of information technology in a variety of formats to create, design, analyse and report, and reflect on their own learning and performance with the view to enhance their own abilities. Therefore, upon successful completion of this programme, students should be able to:

FHEQ Level 4

  • Undertake practical training in the development of newly acquired skills specific to site assessment, survey and appraisal and visual communication including digital technology,  (RC4907, RC4909)
  • Demonstrate an ability to present, evaluate and interpret data of a qualitative and quantitative nature, with the view to utilise these to make informed judgements  (RC4208)
  • Demonstrate an ability to evaluate the appropriateness of different approaches to problem solving, specific to both generic academic practices (revision techniques, approaches to coursework completion, team work etc) and also discipline based practices (assessment and appraisal techniques, visual communication, etc) (RC4208, RC4810)

 FHEQ Level 5

  • Undertake training to  develop existing skills and acquire new competencies that will afford some significant responsibility, including project management, conservation management and the ability to self-reflect and support one-self in context with an industry-relevant placement (RC5905, RC5906, RC5913, RC5915)
  • Use a range of techniques to undertake critical analysis of information, and to propose a solution to the problems arising from that analysis (RC5208, RC5912)
  • Demonstrate a clear and appropriate application of scale and proportion in the management of landscapes (RC5905; RC5912; RC5909)
  • Develop and display the generic skills required to acquire new competencies for employability and career progression (RC5915)

 FHEQ Level 6

  • Demonstrate an ability to deploy a range of established techniques, including site appraisal skills, digital communication, use of digital technologies and the collection of data and data analysis (RC6907; RC6906)
  • Demonstrate an ability to manage ones own learning, and to make use of primary sources of literature to formulate new ideas and draw conclusions (all modules)
  • Recognise, respect and work within professional codes of conduct (RC6911)

Upon successful completion of this programme, students should be able to:

FHEQ Level 4

  • Demonstrate an ability to present, evaluate and interpret both data of a qualitative and quantitative nature, with the view to utilise these to make informed judgements  (RC4907, RC4909, RC4208)
  • Understand select and apply approaches, tools and techniques appropriate to the audience (RC4907)

 FHEQ Level 5

  • Effectively communicate information, arguments and analysis to a range of audiences (all modules)
  • Communicate proposals effectively to a range of audiences (all modules)

 FHEQ Level 6

  • Communicate accurately, clearly, concisely, confidently and appropriately to a range of audiences in written verbal and graphical forms including the use of physical and digital models and other digital and other visual media (all modules)
  • Identify and engage various and diverse stakeholders at appropriate stages of projects to test and inform research and proposals (RC6910)

The programme is designed to facilitate the development of academic knowledge and understanding of fundamental principles of landscape architecture with a focus on landscape management. There is a particular emphasis on the development of transferable, professional skills and their application in a work-based environment. To align with Landscape Institute accreditation the following criteria have been considered and embedded into the module content and curriculum design:

  • a focus on the development of professional skills and expertise in Landscape Management in accordance with Landscape Institute ‘Elements and Areas of Practice’
  • the delivery of appropriate underpinning skills knowledge and understanding to provide a foundation for entering the profession of Landscape Architecture
  • development of generic skills to underpin professional life and lifelong learning
  • a focus on providing a foundation for progression to the workplace and professional practice (through workplace experience and development of professionally relevant skills through project-based delivery and assessment)

The curriculum has three distinct levels of study consisting of core modules in fundamental principles of landscape management. Within the programme students are expected to undertake 120 credits of study each year. Modules have a value of 15 credits with the exception of the following Level 6 modules - Dissertation Project and Landscape and Visual Assessment and GIS – both of which are 30 credit modules. Modules are assessed on a 3000 word-equivalent basis using a variety of assessment strategies such as presentations, discussion groups, reports, portfolios and examinations.

The mode of study is full-time or part-time, with attendance.    

The development of the programme reflects level-related characteristics, as indicated in the Framework for Higher Education Qualifications.  In respect of subject knowledge, emphasis at Level 4 concerns “describing” and “knowing about” fundamental principles that can be reinforced and developed when constructing rational argument and questioning skills. Level 5 encourages and promotes more research informed study, making  reference to, and linking, complex elements of knowledge, and subsequently allowing students to demonstrate their own critical approach to data and evidence. Level 6 focusses on analysis and synthesis of knowledge, data and evidence, which requires students to develop a more reflective approach to skills and concepts. Level-specific characteristics are embedded in the learning outcomes of the programme and Level 6 outcomes necessitate high order cognitive application in both generic and subject-specific areas. 

Level 4 

The modules at Level 4 provide a comprehensive review of key concepts and skills for a range of students. Students undertake eight core modules to ensure that students develop grounded knowledge of the fundamental principles, skills and concepts necessary for the study of landscape management. Of paramount importance here, is the development of core technical skills including the development of visual communication skills (RC4907) and site appraisal (RC4909), but also the exploration of the range of theory relating to landscape management. In addition further emphasis is placed on developing core academic skills (e.g. academic writing, presenting/communicating research and referencing in accordance to a prescribed style), which are expected to be applied across many areas of study as the progress towards Levels 5 & 6.

Level 5

The study of modules at Level 5 involves greater detail and depth of knowledge to reinforce existing knowledge and further enhance key concepts and skills.  There is an increased emphasis on the development of professional skills and knowledge including environmental control, heritage management and policy and landscape specification through key modules (RC5906, RC5905, RC5907, RC5912, RC5913) and students are encouraged to develop a broader understanding of landscape management beyond a site-specific scale. Students also undertake a credit-based work placement to further enhance the development of professional knowledge. Delivery for this module will take place across the academic year. Students will be tasked to secure a placement during the period from October to March and a work placement induction week will take place the first week following the Easter break to provide students with an overview of placement requirements and responsibilities. The placement period will take place over 5 weeks following the induction week. All delivery for Level 5 modules is to be completed for assessment 2 weeks prior to the Easter break to ensure that the work placement has no impact on achievement of other modules. Coursework for RC5915 will be submitted upon completion of the work placement and assessed in time for the June Module Assessment Board.

Level 6

Modules at Level 6 of the programme are directed towards developing professional expertise and enhancing academic skills. Key modules at level 6 are designed to reflect the Landscape Institute Pathway to Chartership syllabus including professional ethics and practice management (RC6911), planning law and policy (RC6912), professional relationships and contract management (RC6909) as well as developing and expanding key knowledge of community consultation (RC6910).  Further development of an understanding of the macro-landscape is developed through a major project which focusses on landscape and visual assessment and the further development of skills in the use of digital technologies (RC6907; RC6906). Students have the option of engaging in a piece of academic research in the completion of the dissertation project (RC6201) or complete a major project to further develop and embed professional and vocational skills (RC6906 Professional Project).

Part time students will study the following modules:

Year 1
RC4208 Academic Skills Development
RC4902 Principles of Botany
RC4908 Design History and Context
RC4904 Plant Biogeography

Year 2
RC4810 Ecological Science
RC4209 Fundamentals of Business and Human Resource Management
RC4907 Visual and Design Communication
RC4909 Site Assessment

Year 3
RC5909 Planting Design and Specification
RC5907 Landscape Materials
RC5914 Landscape and Environmental Change
RC5905 Conservation Management

Year 4
RC5208 Research Methods
RC5906 Project Management
RC5912 Green Infrastructure Management
RC5915 Work Based Learning for Academic Credit

Year 5
RC6907 Landscape and Visual Assessment and GIS
RC6912 Landscape Planning and Law
RC6910 Community and Stakeholder Engagement

Year 6
RC6201 Dissertation Project or RC6906 Professional Project
RC6911 Professional Practice
RC6909 Contracts Management

 

Mod-Code Level Title Credit Single
RC4208 4 Academic Skills Development 15 Comp
RC4209 4 Fundamentals of Business and Human Resource Management 15 Comp
RC4810 4 Ecological Science 15 Comp
RC4902 4 Principles of Botany 15 Comp
RC4904 4 Plant Biogeography 15 Comp
RC4907 4 Visual and Design Communication 15 Comp
RC4908 4 Design History and Context 15 Comp
RC4909 4 Site Assessment 15 Comp
RC5208 5 Research Methods 15 Comp
RC5905 5 Conservation Management 15 Comp
RC5906 5 Project Management 15 Comp
RC5907 5 Landscape Materials 15 Comp
RC5909 5 Planting Design and Specification 15 Comp
RC5912 5 Green Infrastructure Management 15 Comp
RC5914 5 Landscape and Environmental Change 15 Comp
RC5915 5 Work Based Learning for Academic Credit 15 Comp
RC6201 6 Dissertation Project 30 Optional
RC6906 6 Professional Project 30 Optional
RC6907 6 Landscape and Visual Assessment and GIS 30 Comp
RC6909 6 Contract Management 15 Comp
RC6910 6 Community and Stakeholder Engagement 15 Comp
RC6911 6 Professional Practice 15 Comp
RC6912 6 Landscape Planning and Law 15 Comp

Level 4: modules are all 15 credits. A candidate who successfully completes level four will have accumulated 120 academic credit points, and will be eligible for the award of Certificate of Higher Education. These 120 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.

Level 5: modules are all 15 credits. A candidate successfully completing level five will have accumulated 240 academic credit points, and will be eligible for the award of Diploma of Higher Education*. These 240 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.

Level 6: modules are either 15 or 30 credits A candidate successfully completing level six will have accumulated 360 academic credit points, and will be eligible for the award of an honours degree.

(*see the Quality Assurance Agency for Higher Education: The framework for higher education qualifications in England, Wales and Northern Ireland—August 2008)

None

Course Accreditation from the Landscape Institute will be sought and the proposed programme has been developed to reflect Landscape institute accreditation criteria within the programme structure, content and aims and outcomes. The award of accreditation indicates that a programme provides a suitable foundation for a career in the profession and professional endorsement adds considerable value to the programme.

Additionally the programme benefits from professional membership support and links to local Landscape Institute branches and networks, providing a career pathway for students in a growing profession which provides valuable development of employability skills.

A minimum of 96 UCAS points

Candidates should possess proficiency in English and mathematics equivalent to passes in GCSE (A-C grades), in addition to the equivalent of either (a) a minimum of three passes (grade C or above) in other GCSE subjects or (b) an Intermediate level Specialised Diploma, as well as one of the following:

  • Advanced GCE, which must include two passes at A2-level.
  • Two passes at Vocational A-level.
  • Pass grades CC or better for the Vocational Double Award.
  • Advanced level Specialised Diploma, which should normally include the Extended Project.
  • A National Diploma or Higher National Diploma or Certificate with an overall meritorious performance.
  • Passes (grade C or above) in at least five separate subjects of the Scottish Certificate of Education of which at least four must be at Higher grade.
  • An Irish Leaving Certificate with a least four grades C or above at the Higher level.
  • A full International, European or French Baccalaureate.
  • A recognised appropriate Access course.

Applicants from non-native English speaking countries are expected to meet the following English Language requirements:

IELTS Academic for UKVI:

Accreditation of Prior Learning (APL), Accreditation of Certified Learning (APCL) and Accreditation of Experiential Learning (APEL) 

Appropriate consideration will be given to applicants previously certified and/or being assessed for award classification within an accepted related landscape architecture discipline.  Similarly, any applicant who has not received certification for prior learning experiences, but has worked within the discipline, will also be considered.

The University will assess whether the learning derived from experience and/or prior certificated study is equivalent to that of the learning derived from the programme of study.  This evidence may include a combination of skills and learning outcomes, in addition to the level and relevance of the subject knowledge and understanding to be evidenced by the applicant. Prior accredited learning must be supported by a transcript indicating the number, and level, of credits, achieved, and the titles of the courses for which they were awarded.

An applicant not accredited on a certificate or transcript, would be asked to map their experience against the module, and/or programme learning outcomes, to provide a clear, evidenced paper submission.  Conversely, applications stating certified learning experience must be accompanied by the certificate awarded for the qualification. In most cases, these must have been achieved within five years of the date of application.

The QAA Landscape Architecture subject benchmark statement (July 2016, 3rd edition) has been used to inform the academic development of the programme and the design of programme content and outcomes.

The programme content reflects the broad spectrum of the discipline of landscape architecture through embedding within the programme the range of intellectual, practical, analytical , communication , digital literacy, professional and interpersonal skills (Section 5).

To reflect the diversity of the subject and to support the development of professional practitioners in Landscape Architecture, core areas of knowledge and understanding common to all Landscape Architecture disciplines are reflected within course content and outcomes (Section 3.2)

Approaches to teaching and learning and assessment reflect benchmark standards through the diversity of delivery approaches as well as the use of a studio-based, collective learning culture (Section 4.1). A project based approach is adopted where appropriate throughout the programme to mirror professional and work-based situations and this culminates in significant project based modules at level 6 that allow students to demonstrate and apply knowledge developed during the duration of the programme (Section 4.2).

There is a specific emphasis within the course content on the development of skills required to assess a sites' economic, social, cultural and environmental value and identify opportunities to determine management strategies to maximise a sites futures potential, reflecting specific requirements for  landscape management  (Section 4.3). Consequently, knowledge and understanding of ecology, horticulture and soil science as well as legal, economic and management principles are reflected in the course content. This focus particularly well served by the resources within the Horticulture Department at Reaseheath College.

The more generic "soft" skills identified in the benchmark statements, including interpersonal and teamwork, communication, self management and professional development and digital literacy skills are all explicitly embedded in the majority of modules presented within the programme, either assessed formatively through classroom based activities, or alternatively through components of assessment.

Students will encounter a broad range of teaching and learning experiences across all levels of study as befits the subject matter. Methods of teaching and learning are indicated clearly in each module descriptor and the list below describes the variety of approaches used by tutors.

A key feature of delivery will be design studio teaching and project work to replicate the professional work atmosphere of a landscape practice and instil relevant collaborative and team-working skills. Where possible projects will be run in multi-disciplinary team, again to reflect professional practice.

 

To align with Landscape Institute accreditation the following strategies will be emphasised:

  • active learning and the use of integrated case studies
  • practical project experience
  • input from practitioners
  • clear strategies to develop students’ employability

 

Teaching and learning methods used to deliver this curriculum are designed to provide experience, and, through reflection upon it, develop concepts which can then be explored through testing and experimentation. The methods used, in practice, vary according to the nature of each module’s subject matter but include a wide diversity from more formal lectures to student centred activities including assignments, seminars, case studies and design studio teaching.  All students also carry out a major individual research, work based problem or design project in the final year.  All students experience learning through a Virtual Learning Environment, in order to prepare them for the autonomy expected of HE students and for Continuing Professional Development studies, post-graduation.  The curriculum is delivered in such a way that there is a reducing reliance on tutor-directed study as students progress through their programme. Teaching strategies are employed that encourage active learning and the use of integrated case studies as well as practical project experience.

Group work

The QCA Key Skills document lists ‘working with others’ as one of the six categories of Key Skills that needs to be demonstrated in higher education.  Throughout the programme, working with others has been incorporated at each level. In many modules, students are encouraged to work in groups and to share ideas. The assessment in certain modules is based on group assignments.  

In the main, teaching and learning activities take place on the campus.  Timetabling is arranged centrally, except for individual tutorials. There is some flexibility for students to change groups for laboratory classes and group tutorials to suit part-time students and those who have family commitments or transport difficulties. This is in accordance with the University's widening access and participation strategy.  It is possible for all students to access support materials at home via the ‘Sharepoint Portal'.

Independent research 

In line with benchmarking and the Department's Learning, Teaching and Assessment Strategy, the need for students to become effective as independent learners is planned for and encouraged. The programme structures its learning outcomes so that this will happen progressively across the programme.  At Level 6, students have the opportunity to do an extensive piece of independent research (equivalent to two modules) that requires them to plan and implement a research project, analyse data and present their conclusions.

 Assessment Criteria 

The University's over-arching level-related criteria are a key reference when designing modular assessments. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpins the overall assessment strategy of the programme.   

In addition, all students who pass any part of a degree are expected to possess such basic skills as the ability to make use of numerical and statistical information; the ability to locate internet sites from given web addresses; the ability to send and receive e-mail messages; the ability to use basic software packages such as Word; the ability to perform basic searches on standard electronic retrieval systems, and the ability to write legibly. Students who succeed at Level 4 and above should be able to construct an essay using correct grammar, spelling and referencing according to the American Psychological Association (APA) system of referencing.

In the preparation of coursework, which can include essays, laboratory/field exercises and presentation, portfolios students are given time and scope to present their work in a variety of modes, particularly where an examination would be inappropriate.  However, the institutions are aware that examinations have an important role to play in summative assessment, and give academic credibility to the degree programme. 

The programme uses a wide range of forms of assessment including:

  • Essays and written assignments - testing the ability to write within word limits, convey ideas with clarity and accuracy, reference to an academic standard and the ability to conduct private study and research.
  • Oral presentations - testing presentation skills, the ability to discuss issues with clarity and respond to questions.
  • Dissertation - testing the ability to conduct individual primary research and communicate ideas and information effectively in an academic manner and within word limits.
  • Portfolio - testing the ability to acquire key research and evaluation skills and to present material in a clear, effective manner
  • Short-based seminar exercises
  • Reading of academic texts and discussion exercises
  • Close analysis of texts
  • Literature reviews
  • Critical Reviews
  • Online multiple-choice and short answer exams

Formative assessment and feedback

All students receive written comments on assessed components of work and additional feedback on the work is given more informally by individual tutors during group workshops and one-to-one tutorials. Additionally, some tutors have adopted the use of GradeMark software by which to provide more timely feedback to students.  Formative feedback is an important and essential component of all taught modules. The nature of the assessment and feedback varies from module to module but typically takes the form of a written assignment done under time constraints, marked by the module tutor. Formative feedback is staggered throughout the year. The programme also makes use of on-line formative feedback in the form of electronic marking and self-evaluation forms

Reassessment Methods   

Reassessment will address the learning outcomes not achieved in the failed components. For modules forming part of programmes in the Department of Biological Sciences, reassessment will normally take the form of the resubmission of all failed component(s) of the modular assessment strategy. Here students will be expected to resubmit the coursework or re-sit the exam in its original format, albeit using a different perspective or suite of questions.

This programme develops individuals for a career in Landscape Architecture through a focus on the development of theoretical knowledge, professional skills and vocational application across the broad range of applications including rural countryside, urban and suburban landscape management. The focus of the programme is to equip students with the ability to appraise and manage the landscape holistically, considering all uses and users, perceptions and meanings to support continued sustainable management and nature conservation for current and future generations. The award has been developed to satisfy the requirements laid out in the Landscape institute’s document ‘Criteria for Accreditation of Higher Education Programmes’.

The programme supports the role of the Landscape Architect in assessing the characteristics, history, nature conservation value and development potential of sites and the landscape to understand the needs of users, owners, managers and the wider public. This includes planning the development, remediation, restoration, design and management of sites for current and future use whilst conserving and protecting the environment and biodiversity. This programme focuses on site-specific and landscape-specific  aspects within a range of landscape setting and delivers skills and knowledge to fulfil  socio-cultural needs whilst promoting biodiversity and minimising impact on the environment. Elements of practice within the Landscape Institute educational framework and areas of practice  for  Landscape Management are embedded within the curriculum content, teaching and delivery methods and modes of assessment.

The programme includes a period of work experience to ensure that students gain relevant professional experience to support employability and has an emphasis on the application of knowledge and theory to vocational situations. Additionally students undertake practical skills development as part of their programme as well as participating in consultancy workshops. Professional knowledge, values and ethics are reinforced throughout the programme but particularly at Level 6 to reflect the Landscape Institute Pathway to Chartership programme.

Graduates would also be able to display the following key competencies:

    • Write and communicate coherently, logically and with a style and format appropriate to audience
    • Examine evidence and evaluate arguments, synthesising new information
    • Collect, present and draw consistent conclusions from ecological data
    • Apply a critically and theoretically informed perspective to relevant issues and current developments in conservation and environmental science
    • Apply and evaluate a scientific approach to academic study
    • Adopt appropriate team work, problem-solving, communication. Presentation and advanced ICT skills
    • Plan and implement an appropriate research project, and critically reflect on their practice

 

Both Reaseheath College and the University of Chester are committed to the active promotion of equality of opportunity.  Both institutions seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students.  The ultimate objective of the programmes delivery is to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and the diverse needs of our students are provided for.  At a departmental level all programmes are developed and delivered with the following aspects in mind:

Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality. 

Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.

There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.

The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues.  Students are made aware of avenues of support if they a have any issues regarding diversity and equality.

Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.

Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking also enhances equal opportunity, fairness and independence to all students.

In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.

All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.

All lecturers are aware of diversity issues and discharge their roles with knowledge and sympathy and all students are made aware of both institutional Department structures to discuss issues should a concern arise. 

Reaseheath College offers specific support for students with specified learning needs, encompassing all physical abilities, in conjunction with the Higher Education Support Team (HEST) on campus.  In collaboration with student support services, and safeguarding task groups, the college's equality and diversity policy aims to ensure that all students and all members of staff at the College have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate discrimination, which is unlawful or unfair.

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