TCP8001 : Planning Frameworks
- Offered for Year: 2021/22
- Module Leader(s): Professor Simin Davoudi
- Lecturer: Mrs Teresa Strachan, Dr Brian Peel, Dr Neil Adrian Powe
- Owning School: Architecture, Planning & Landscape
- Teaching Location: Newcastle City Campus
Semesters
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
Aims
This module aims to provide the students with an introduction to the UK planning system and a number of key themes that are critical to planning policies and regulations. It examines the evolution of the planning system and its changing social, political and institutional contexts. It focuses on both development plans and development management. It offers a critical, historical understanding of how the statutory planning system works, focusing on England, and the role of institutional and regulatory environments in which it operates. The module also provides a broad framework on which detailed knowledge can be built in semester 2.
Outline Of Syllabus
The syllabus will cover the following themes. The order may change according to staff availability.
1. Introduction to the module teaching methods, learning outcomes, assessment. Overview of the
planning system, key concepts and institutions
2. Origin and evolution of planning in the UK
3. Development plan’s content, process and stakeholders
4. Development management, an overview
5. Development management and material considerations
6. Local Plan making in practice – guest lecture
7. Neighbourhood planning
8. Planning conditions and Obligation
9. Contested nature of planning decisions
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 1 | 2:00 | 2:00 | Guest Lecture. PIP |
| Structured Guided Learning | Lecture materials | 24 | 0:20 | 8:00 | recorded content of c.20 minutes each on themes identified in the syllabus |
| Guided Independent Study | Assessment preparation and completion | 40 | 1:00 | 40:00 | Writing up of the assignment |
| Guided Independent Study | Directed research and reading | 36 | 1:00 | 36:00 | Reading and research to support learning and preparatory work for the writing of the assignment |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 2:00 | 6:00 | Workshops on aspects of development management. PIP |
| Structured Guided Learning | Structured non-synchronous discussion | 4 | 1:00 | 4:00 | Structured discussion with guiding questions in relation to content delivered in lectures |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 2:00 | 2:00 | Tutorial support towards learning and assessment and opportunity for asking questions PIP |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 2:00 | 2:00 | Meet the students and introduce the module and the assignment. PIP |
| Total | 100:00 |
Teaching Rationale And Relationship
Through blended teaching and learning an overview of the planning system in England is provided which covers both aspects of the system - development plan and development management- and their changing socio-economic, political and institutional contexts. Practical examples of the challenges of plan making at different levels as well as determining planning decisions are also offered.
The blended teaching and learning consists of a mixture of synchronous and non-synchronous sessions consisting of a range of lecture materials including: introductory talks to explain the portfolio of guided structured learning activities for each session, and how they relate to the module learning outcomes; two recorded content (c.20 minutes each) per session covering the themes of the module; in-depth engagement through reading selected papers or watching short videos / listening to podcasts which will then be discussed as a cohort in a non-synchronous online discussion board facilitated by that session’s academic contributor; and, two workshops (PiP if feasible and if not synchronous) to learn about development management. Also, a Q&A session (PiP if feasible and if not synchronous) will provide tutorial opportunity to answer questions and discuss the assignment and students’ feedback.
The recorded lecture materials will cover the themes mentioned in the syllabus. The non-synchronous online discussion boards provide students with the opportunity to discuss and delve deeper into issues explored in the lecture materials and in the selected readings in a structured way, and to critically reflect on the contentious nature of decision making in both development plan and development management processes, with the support of independent reading. All activities aim to support and guide students in the preparation for assessed coursework. Workshops and Q&A sessions will be offered throughout the module to guide the students in their preparation for coursework.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 100 | One individual essay of 2,000 words (excluding references) on a critical review of a recently approved local plan. |
Assessment Rationale And Relationship
Local plans constitute the forward looking and strategic dimension of the planning systems in the UK. A sound understanding of how Local Plans are produced and the role of stakeholder engagement in their preparation and adoption is central to planners’ professional knowledge and skills.
The assessment meets three key objectives:
1. To prepare students to become aware of the contested nature of local plan preparation
2. To alert students to multiple views of stakeholders on the strengths and weaknesses of local plans
3. To encourage students to develop critical thinking and professional planning skills
To complete the assessments, students will need to familiarize themselves with the specified local plan’s policies and proposals. They need to know the main interests/priorities of various interest groups engaged in the local plan’s consultation process. They also need to deploy their own critical thinking and argumentation skills to provide a robust and compelling assessment of the plan.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- TCP8001's Timetable