BSc (Hons) Landscape Architecture

• UCAS Tariff Points: 240 - 280
• GCE A Levels: 240 UCAS tariff points, to include one GCE A level grade C or above
• Irish Certificate: 240 UCAS tariff points, to include 3 x ILC higher at B1
• Scottish Highers: 240 UCAS tariff points, to include 3 x higher at B
• International Baccalaureate (IB) Diploma: 24 points
• International Baccalaureate (IB) Diploma: Minimum of 24 points (pass) (260)
• BTEC Level 3 Extended Diploma: MMM (240)
• BTEC Level 3 Diploma: DD (240)
• C & G Level 3 Extended Diploma: Merit (240)
• C & G Level 3 Diploma: Distinction (240)

English language requirements
If you do not have English as a first language, you will normally be required to demonstrate an IELTS overall score (or equivalent) of:

• 5.5 with a minimum of 5.0 in all elements for a Further Education course
• 5.5 with a minimum of 5.0 in all elements for a Foundation degree, Higher Certificate or Higher Diploma
• 6.0 with a minimum of 5.5 in all elements for a degree
• 6.5 with a minimum of 5.5 in all elements for a postgraduate degree

If you have lower scores, you may be accepted onto a Pre-sessional English Language course, which can lead to entry to the appropriate programme of study.

STAGE ONE

• Visual Design Communication -This module introduces the essential skills needed for designers to successfully learn in Higher Education. It considers individual learning styles, time management, how to use the research effectively, academic writing and using the Harvard referencing system as used at Writtle College. Elements and techniques of visual communication, both hand drawn digital approaches are taught and include 2D and 3D visualisations in Photoshop and InDesign as well as colour rendering by hand. 2D AutoCAD skills are taught in the second semester and will be used in the second and third years of the course preparing students for working in the landscape architecture and garden design industry.
• Reading the Landscape - This module aims to answer the question ‘How has the landscape come to look the way it does?’ and helps develop an understanding of environmental systems and processes. It looks at the impact of human influence on landscape and introduces the designers role in the planning, design and management of change in the built and natural environment. The module provides the foundation of knowledge required for understanding the contextual issues of landscape providing a basis for the interpretation of natural and designed landscapes and project sites. The practice of landscape interpretation is introduced through identifying the layers of information that communicate how the landscape has developed its current character and qualities. This includes an introduction to ecological theories and principles, geological influences, biodiversity and the historic development of both urban and rural landscape. A part of the learning process will be the collection of information from sources such as maps, reports and images and an understanding of how this data can be collated and analysed. Consideration is given to the psychological affect of landscape through narratives, cultural memory and the recording of phenomena through a variety of media. The module aims to establish a positive and active learning culture in Year 1 with links to future modules.
• Engaging with Site -This module considers design at the garden scale providing students with there search skills, knowledge and practical application for appraising the contextual issues of wider landscapes. Students explore the physical, social, cultural and psychological issues relating to site context to include surveying techniques such as linear, topographical, & vegetative.. The importance of ecological principles, specifically soil and plant sciences are explored and students consider how to present survey and site information. Students will also explore intuitive responses which along with other qualitative and quantative ways of engaging with place, form a basis for formulating aesthetic, and meaningful design proposal
• Spatial Design - The module Spatial Design considers ‘the void’, and the ‘space between’ as an approach to the design of gardens and landscapes a range of scales. The module appraises spatial theory and applies this thinking throughout the function, aesthetics and design intention within particular contexts and places. The module uses a combination of traditional and digital art and design practices and model making techniques as tools to analyse existing space and as methods to explore 3-dimensional and spatial design. Off-site visits and the College's extensive campus are explored to consider real space and time to support studio based learning.
• Context, Meaning and Form - The aim of this module is to provide the student with the knowledge and understanding of the relationships between the client brief, context appraisal and design process that relate to the design of landscape and garden sites in both bound and unbound contexts. Students will explore the social, cultural and psychological issues relating to the site context as well as apply site investigative techniques to a range of sites. Site investigative techniques include: vegetative surveys; technical and functional surveys; and appraising, evaluating and communicating information through drawings, reports, presentations and design projects. Students will explore the relationships between analytical and conceptual design processes and formulate aesthetic and functional messages and meaning for the development of landscape and garden design projects.
• Landscape Principles and Practice - This module introduces the student to the concepts and practices associated with the management plants within a wide range of landscape situations. In doing this, it sets out to explore the way in which humans have continually interacted with landscapes through history; the variety of ways in which urban and rural settings have been have been perceived through history, and the resultant motivations behind the creation and styles of landscapes and gardens. The selection, establishment and maintenance of plants as components of the landscape are key aspects to this module. Students familiarize themselves with the importance of selection in relation to function and design intent, and especially with regard to the site and sustainability. The ability to accurately identify plants based upon their physical characteristics is developed alongside the capacity to apply plant knowledge relating to their growing preference(s) and maintenance needs in a variety of contexts. Tutor led practical sessions provide students with experience of a range of practical horticultural and landscape skills. Students are encouraged to further develop these skills through the completion of further project work in relation to independently evaluating a site and carrying out works therein as part of a small team. Practical skills are also assessed as part of a skills based assessment that enables them to demonstrate their ability to combine both the theoretical and practical skills gained through the course of study.

STAGE TWO

• ​Research and Representation - This module equips students with skills that will be used in their final design project and for working successfully within the industry. Students are introduced to the methodologies of research as applied to design and how to write a design proposal. The importance of strategic planning is considered in landscape design, as well as health and safety, risk assessment, sustainability, project management and costing and the role of external organisations. Also, the various professional pathways are considered in relation to garden design, landscape design and garden restoration and management. Students develop and refine their 3D CAD skills and learn how to use advanced 3D presentation and visualisation software. They develop knowledge of integrating different software packages to produce a professional portfolio of images. They are encouraged to research and experiment with software and participate in the learning of the peer group.
• Materials, Methods and Technologies - The student will learn to progress a design from the initial topographic survey drawing of an area of land by producing a range of construction drawings e.g. design proposal, cut and fill, hard landscape, setting out, construction details, Students will understand the requirements to produce suitable information to industry standards to allow contractors and builders to construct the completed design. Areas to support the technical elements of design will be considered e.g. surface and sub-surface drainage, change of levels (steps and ramps), surfaces, walls (free standing and retaining) hard landscape materials. The module reflects on appropriate hard landscape technologies, construction techniques and sustainable methods to enable the student to understand the relationship of natural and man-made systems. The module will allow the student to recognise the potentials and weaknesses of the relationship between landscape materials and construction methods to form and function.
• Site and Concept - This studio based module uses design theories and applied techniques to integrate and synthesise conceptual development, site appraisal, site planning and exterior spatial design into a cohesive, holistic and integral whole for the resolution of landscape and garden design problems. While building upon conceptual rather than formulaic approaches to design, the studio also addresses the importance of plants within spatial, visual and ecological aspects of the design process.
• The Dynamic Site - This module explores technical skills, presentation and communication and applied design concepts primarily through studio based learning. The module formalises landscape and garden design assessment as a synthesis of concept with survey, analysis and appraisal and considers ‘the site’ as a complex system of dynamic interactions and exchanges Practice and theoretical based landscape and garden design principles are emphasized in both medium to large domestic garden design projects and public/ semi public open space.
• Landscape in Thought and Image - Representation is a tool for understanding, manipulating and conceptualising site and design issues. While developing an awareness and understanding of landscape history and theory, students will use graphic, animation and writing techniques to demonstrate integrated analysis and present the context of dynamic site issues. Students will combine reading, writing, research and seminar discussion with the creative and technical potential of digital media in the context of 2D and 3D contextualized design applications, providing students with the opportunity to explore software and its relevance to their own area of study. It aims to provide an analytical overview of a variety of painting, drawing, design, photo-manipulation, desk-top publishing, CAD and presentation software. It encourages the combination of traditional and digital representation, leading to innovative presentations. Students are expected to capture, digitise, manipulate and create images to produce high-quality graphics and interfaces for use in project presentations. The module will also develop advanced CAD work, incorporating associated software to produce 3-dimensional photorealistic images and animated walkthroughs.

STAGE THREE

• ​Design Dissertation (LGD) - The Design Dissertation is designed specifically for Landscape and Garden Design, Landscape Architecture, and Garden Design, Restoration and Management students. It enables students from each discipline to gain experience in research by undertaking a substantive project exploring specific issues relevant to each course and their own interests in landscape. The dissertation is designed to develop independent learning, self-reliance, work planning skills and a professional approach to study and work. Design students develop their understanding of their degree subject specialism through a project that responds to social, cultural, economic, historical and landscape/architectural contexts relevant to their chosen site and field of research. They consider the importance of biodiversity, ecological and sustainable approaches to design through site analysis and other evaluative processes. Students apply the results of their investigative research to a landscape design project through to a fully resolved design project which will synthesise contextual, theoretical or conceptual ideas and develop their communication and presentation skills to produce a portfolio of high standard drawings and models expressing their design ideas.
• Landscape Planning and Law - This module examines the need for planned landscape development in order to develop areas coherently, as well as protect sensitive areas from inappropriate development. This will include study of the objectives of planned development, influencing factors, policies and the authorities involved. The mechanisms of the planning system will be discussed.
• Landscape Practice, Professionalism and Ethics -This module addresses the responsibilities, duties and services of a landscape design consultant. Studio seminar sessions and guest speakers share real life scenarios and ethical approaches to develop a knowledge and understanding of professionalism and professional relationships. Working with clients and other professionals is explored and considered in relation to the management of a design practice and the procedures required to successfully administrator and manage contracts. This knowledge is applied at project commencement, pre-contract stage and during contract implementation.
• Public Landscapes - This studio module develops knowledge, understanding, and evaluation of the issues related to the planning and design of publicly accessible landscape spaces. Public landscapes must accommodate intersecting natural and ecological processes and social, cultural, and recreational programmes that can be sometimes complementary but may be at odds. Site-specific projects will provide the vehicle to build on intellectual and theoretical approaches to site planning and design that are firmly grounded in local and regional context. Knowledge and skills are developed in site planning / design considerations, research information, site analysis and design philosophies for public open space / landscape design. The module structure intends to address the practical aspects of design for public landscapes and also to review, explore and experiment with conceptual ideas and theories. This module supports the design project within the CDP modules and provides an opportunity to develop issue or concept based approaches that may inform work on CDP
• Detailed Design Applications - This module focuses on developing and applying advanced knowledge of related materials within the context of the student's chosen area of specialism. It aims to encourage an analytical, evaluative and creative approach to the selection and design of construction details and to develop personal responses to the often conflicting demands of appearance and function. Students will evaluate the creative, functional, technological, environmental and sustainable considerations of detail-design through research, personal exploration and the compilation of a production information package for an integrated live project.
• Landscape Urbanism - The aim of this module is to introduce current landscape architecture or specialty pathway topics or issues implicating urban conditions, local and regional scales, social and ecological systems and place and identity relationships. Students will explore complex issues relating to the design of urban places and extend their knowledge, comprehension and evaluation of design theories, meanings and applications. The design studio, seminars, tutorials, and workshops will provide the student with background knowledge, theoretical and applied methods to understand and critically assess a given project The topic will be developed as a planning and design project through a landscape architecture and environmental design approach. The project leads to a design or planning intervention based upon research, critical development and design applications.
• Professional Focus - This module helps students reflect upon their strengths and to examine their professional profile in the context of the identified industries in which they wish to work. Module content will help students to develop a brand identity and professional presentation of themselves and their work as graduate designers in relation to: 1. current theoretical, philosophical and aesthetic directions in the relevant design industries; 2. the design business organisation (design consultancy and/or practice); 3. future theoretical and practical research for a post graduate level. Assignments develop a knowledge and critical understanding that enable students to appraise and reflect upon their employability. They will facilitate evaluation of students’ abilities, knowledge and expertise and help to develop appropriate self-marketing and self-promotion strategies including personal presentation techniques and organising design portfolios in a variety of modes for different audiences. There will be opportunities to listen to guest speakers and to undertake relevant visits to landscape design practices as a means to understand the various facets of the industry and to promote professional networks.