• Offered for Year: 2023/24

• Module Leader(s): Dr Loes Veldpaus
• Co-Module Leader: Dr David Webb

• Owning School: Architecture, Planning & Landscape
• Teaching Location: Newcastle City Campus

Semesters

Aims

This module seeks to:

•       introduce students to the context and development of ideas about cities and urban spaces, paying particular attention to the historical emergence and development of planning ideas, their advocates, their outcomes and their influence today;
•       provide an overview of planning history to help students understand the development of British towns and cities, within the context of the development of the British planning system - with an introduction on how British planning was exported to other countries during the colonial period (and the impacts of this)
•       help students to appreciate the importance of social economic, political and technological factors in shaping urban space.

The content outlined above will - in parallel - provide practice material to teach students a range of academic study skills required for them to complete their degree in Town Planning successfully.

Outline Of Syllabus

The course will be delivered as blended learning with synchronous online and PiP sessions – (unless they need to be moved online). The Lectures are in person, as are the seminars. The skills lectures are online only, so students can prepare at their own speed, and look ahead and back more easily.

The course will include 10 lectures discussing planning history and the emergence and contestation of planning ideas, starting in the early 19th century looking at planning ideas addressing 'urban problems' such as sanitation, sewages, and overcrowding, up to current-day ideas such as participatory planning and environmental sustainability.

The course will include workshop seminars where we will discuss and practice academic skills in relation to reading and writing on topics discussed in the lectures. We address critical reading, finding and analysing academic writings, summarising, comparing, and contrasting literature, assessing other students' work, choosing an essay topic, essay planning, referencing and plagiarism, and essay writing

There is also a self-directed field study

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The lectures (focus: knowledge content) and workshops (focus: academic skills) have their own focus, but are connected through the material used, and the various skills-related assignments which are designed to help students use written material material. The self-guided walking tour connects the lecture content to the reality of the city.

The skills tasks are related to the knowledge content to maximise the interaction between the material (ensure relevance in both directions – skill and knowledge elements).

The formative assessment elements help students build their confidence and an early indication of how they are adjusting to degree-level marking, and early feedback on how they might improve.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Assessment Rationale And Relationship

Assignments are linking the skills students are acquiring to the content, and are introduced and discussed in the workshops, and attached to the written essay assignment. The skills related workshops draw on the knowledge content of the module to give students a chance to reflect on the material.

The formative assessment elements help students build their confidence and an early indication of how they are adjusting to degree-level marking, and early feedback on how they might improve.

Reading Lists

• TCP1027's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• TCP1027's Timetable