Landscape architecture

Transcription

1 Landscape architecture 2007

2 The Quality Assurance Agency for Higher Education 2007 ISBN All QAA's publications are available on our website Printed copies of current publications are available from: Linney Direct Adamsway Mansfield NG18 4FN Tel Fax qaa@linneydirect.com Registered charity numbers and SC037786

3 Contents Preface Foreword iii v Introduction 1 Scope, nature and principles of landscape architecture 2 Knowledge, understanding and skills 4 Teaching, learning and assessment 9 Benchmark standards 11 Appendix A - Membership of the review group for the subject benchmark statement for landscape architecture 13 Appendix B - Membership of the original benchmarking group for landscape architecture 14

4 Preface Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualifications at a given level in terms of the attributes and capabilities that those possessing qualifications should have demonstrated. This subject benchmark statement, together with others published concurrently, refers to the bachelor's degree with honours 1. In addition, some subject benchmark statements provide guidance on integrated master's awards. Subject benchmark statements are used for a variety of purposes. Primarily, they are an important external source of reference for higher education institutions (HEIs) when new programmes are being designed and developed in a subject area. They provide general guidance for articulating the learning outcomes associated with the programme but are not a specification of a detailed curriculum in the subject. Subject benchmark statements also provide support to HEIs in pursuit of internal quality assurance. They enable the learning outcomes specified for a particular programme to be reviewed and evaluated against agreed general expectations about standards. Subject benchmark statements allow for flexibility and innovation in programme design and can stimulate academic discussion and debate upon the content of new and existing programmes within an agreed overall framework. Their use in supporting programme design, delivery and review within HEIs is supportive of moves towards an emphasis on institutional responsibility for standards and quality. Subject benchmark statements may also be of interest to prospective students and employers, seeking information about the nature and standards of awards in a given subject or subject area. The relationship between the standards set out in this document and those produced by professional, statutory or regulatory bodies for individual disciplines will be a matter for individual HEIs to consider in detail. This subject benchmark statement represents a revised version of the original published in The review process was overseen by the Quality Assurance Agency for Higher Education (QAA) as part of a periodic review of all subject benchmark statements published in this year. The review and subsequent revision of the subject benchmark statement was undertaken by a group of subject specialists drawn from and acting on behalf of the subject community. The revised subject benchmark statement went through a full consultation with the wider academic community and stakeholder groups. QAA publishes and distributes this subject benchmark statement and other subject benchmark statements developed by similar subject-specific groups. 1 This is equivalent to the honours degree in the Scottish Credit and Qualifications Framework (level 10) and in the Credit and Qualifications Framework for Wales (level 6). iii

5 The Disability Equality Duty (DED) came into force on 4 December The DED requires public authorities, including HEIs, to act proactively on disability equality issues. The Duty complements the individual rights focus of the Disability Discrimination Act (DDA) and is aimed at improving public services and outcomes for disabled people as a whole. Responsibility for making sure that such duty is met lies with HEIs. The Disability Rights Commission (DRC) has published guidance 3 to help HEIs prepare for the implementation of the Duty and provided illustrative examples on how to take the duty forward. HEIs are encouraged to read this guidance when considering their approach to engaging with components of the Academic Infrastructure 4, of which subject benchmark statements are a part. Additional information that may assist HEIs when engaging with subject benchmark statements can be found in the DRC revised Code of Practice: Post-16 Education 5, and also through the Equality Challenge Unit 6 which is established to promote equality and diversity in higher education. 2 In England, Scotland and Wales 3 Copies of the guidance Further and higher education institutions and the Disability Equality Duty, guidance for principals, vice-chancellors, governing boards and senior managers working in further education colleges and HEIs in England, Scotland and Wales, may be obtained from the DRC at further_and_higher_education.aspx 4 An explanation of the Academic Infrastructure, and the roles of subject benchmark statements within it, is available at 5 Copies of the DRC revised Code of Practice: Post-16 Education may be obtained from the DRC at 6 Equality Challenge Unit, iv

6 Foreword This is a revised version of the subject benchmark statement for landscape architecture which was originally published in 2000 under a single cover with benchmark statements for architecture and architectural technology. The statement is now separate and free standing, recognising the separate and distinctive nature of landscape architecture as a discipline that has links to several other subject areas, including town and country planning, art and design, geography and environmental sciences, as well as architecture and architectural technology. The revised text has been produced by a review group drawn from the Standing Conference of Heads of Landscape Architecture Schools. The membership of the group, which also included the lead author of the previous statement, is listed in appendix A. After correspondence with QAA, the original intention was to undertake minor revisions to the statement. The aim was to respond to both the general and specific comments received from QAA and also to reflect changes that had taken place since 2000, notably the publication by the Landscape Institute of its new guidance for landscape architecture schools seeking accreditation of programmes. In practice, when the review group started work, it became clear that there were a number of other areas where improvements could be made and as a result the review became more ambitious leading, in effect, to a major rewrite although the essence of the original remains. The group has, in particular, taken the opportunity to expand the section dealing with benchmark standards, and to deal more fully with landscape planning as an integral part of landscape architecture. This revised benchmark statement takes account of United Kingdom (UK) guidance, notably the Definitions and Scope of Landscape Architecture as set out in the Institute's Royal Charter (1997), the Institute's new accreditation guidance documents (2005), as well as the European Foundation for Landscape Architecture (EFLA) 1998 statement on education in Europe and other reports of relevance. New documents have been published recently by EFLA and by the Le Notre project of the European Council of Landscape Architecture Schools, which is involved in the European Community's project on Tuning Education Structures. Both these documents are currently under discussion and their status is advisory. It has not been possible to evaluate them in the context of this review. It is intended that any future revision of the subject benchmark statement will take account of European initiatives to produce an agreed overarching qualifications framework and new guidance on programme content for landscape architecture. In reviewing the statement, the group has also been mindful of contemporary issues, including sustainability literacy (fostering a knowledge and awareness of sustainable development issues in graduates). Reference has also been made to subject benchmark statements for cognate subject areas, where appropriate. This benchmark statement is relevant to all higher education providers engaged in programmes that fall within the definition of landscape architecture (see section 1), whether they provide accredited professional programmes or other non-accredited honours degree programmes. July 2007 v

7 1 Introduction 1.1 This subject benchmark statement aims to clarify the scope and standards of degree programmes in landscape architecture in the UK. It includes programmes offering bachelor's, graduate diploma or integrated master's as the final award. This statement may also provide a point of reference for stand alone master's awards, which are not covered. 1.2 Landscape architecture is a discipline that focuses on intervention in the landscape through the activities of planning, design and management; the implementation of proposals; and the art and science that underpins all these activities. It is united around the concept of landscape, which is defined in various ways but is generally understood to mean outdoor environments and relationships between people and places. Landscape architecture is concerned with landscapes of all types, both urban and rural, and at all scales from the smallest open space to whole regions. 1.3 Landscape architecture is both a well-established academic discipline and a professional activity. As an academic discipline it is underpinned by research and scholarship in a wide range of areas that draw on the arts and humanities, the physical and natural sciences, and the social sciences. Research and scholarship generally informs teaching and learning. Both seek to understand what landscape means, how it is formed over time, what factors continue to shape it, how it is used by people and what measures can be taken to conserve, restore and manage existing landscapes, and to create new landscapes for the future. Landscape architecture is distinguished by its position at the interfaces between art and design, and the physical, natural and social sciences. 1.4 As a professional activity, landscape architecture is regulated by the Landscape Institute, which accredits programmes offering professional education and training in one or more aspects of landscape architecture. Accreditation procedures have changed over time and the Landscape Institute published new course accreditation guidance in This guidance reflects the rapid pace of change both in higher education and in the landscape profession in recent years. It emphasises that the document 'provides guidelines only and they are not intended to be a straitjacket or limit change, creativity or flexibility'. The Landscape Institute has recognised that 'while sharing a general commonality in terms of professional core and outcomes, no two courses are or should be the same'. It does not therefore offer prescriptive guidance about the contents of accredited programmes. 1.5 At the time of writing, there were 16 accredited honours degree programmes in the UK that offer education in aspects of landscape architecture, offered in 13 higher education providers. This statement is particularly relevant to these programmes. There are also, however, a range of other honours degree programmes without accreditation which deal with aspects of landscape architecture and the statement is also relevant to them. The Universities and Colleges Admissions Service (UCAS) lists a further 26 programmes which fall into this category 8, either offering programmes that are core to landscape architecture, notably landscape management, or offering dual or combined programmes in which landscape architecture plays a part. There may also be others. The guidance on standards in this statement is intentionally drawn widely to encompass both the breadth of accredited programmes and the range of non-accredited programmes relevant to landscape architecture. Meeting the standards described here does not, therefore, automatically mean that programmes will be eligible for professional accreditation. 7 Course Accreditation: Guidance Notes to Schools, The Landscape Institute (2005). 'Schools' refers to schools or departments of landscape architecture in higher or further education institutions. 8 For a full list of available courses in landscape-related subjects, visit the UCAS website ( and use the subject search for 'landscape'. A list of landscape-specific course headings are listed. page 1

8 1.6 Students come to landscape architecture education from a wide variety of backgrounds, which contributes to the diversity of the discipline and helps to give each programme its character. Some may arrive with a greater interest and capability in the creative arts, while others may have a more scientific background. The wide-ranging nature of the discipline and of associated programmes does, however, demand flexibility and an ability to work across disciplinary boundaries. This, perhaps more than anything else, characterises successful students in this field. While many students enter programmes as a route into the landscape architecture profession, undergraduate degrees in the subject also equip students with a wide range of knowledge and generic skills. These can allow graduates to go on and work in a number of different fields, including other environmental areas and professions as well as careers with no environmental emphasis. 2 Scope, nature and principles of landscape architecture 2.1 Landscape architecture has been defined in section 1. As an activity it can both sustain existing landscapes and create new ones. In each case, the emphasis is on promoting landscapes that are aesthetically pleasing, functionally appropriate and ecological healthy, while at the same time being able to accommodate the diverse and changing needs of society. Almost by definition, landscape architecture is engaged with the idea of sustainability since it is actively involved in the enhancement of the intrinsic qualities of places, contributing to quality of life. Sustainability is therefore addressed either implicitly or explicitly in all educational programmes in the subject. 2.2 Landscape architecture was originally recognised as a profession in 1929 with the establishment of the Institute of Landscape Architects (ILA). In the early years, it was closely related to architecture and was seen to be primarily concerned with design. The system of education that emerged, particularly in the 1960s and 1970s, was closely modelled on architectural education. A significant change to the profession took place in 1979 when the broadening scope and holistic nature of landscape architecture activity was recognised. The ILA was renamed as the Landscape Institute and introduced separate membership divisions for landscape managers and landscape scientists to add to the existing group of landscape designers. The granting of a Royal Charter to the Landscape Institute in 1997 confirmed its divisional structure. Landscape planning has traditionally been seen as design at the large-scale and incorporated within the design division. Increasingly, however, it is recognised as a separate area of activity and, although no landscape planning division has yet been created, it is recognised as a distinct area of landscape architecture education and programmes may be accredited not only by the Landscape Institute but also by the Royal Town Planning Institute. 2.3 This statement is therefore concerned with a rich and diverse subject which is both interdisciplinary and multidisciplinary in nature, and which draws on the traditions of both the arts and sciences. The four strands of the discipline are defined in the following four paragraphs. 2.4 Landscape planning is concerned with the development of policies, strategies and practical interventions in landscape at the large-scale and is a form of spatial environmental planning where there is a major emphasis on sustainability. It is an integrating activity that deals with the many interacting factors - physical, natural page 2

9 and social/cultural - that together shape landscapes over time. There is particular emphasis on the assessment of the scenic/aesthetic, recreational, environmental and economic values attached to landscape and on accommodating both current and future human activities and land uses in ways that respect and enhance these values. It is about conserving and protecting existing landscapes that we value, restoring landscapes that are in decline and planning new landscapes for the future. It can overlap with landscape management, but it is not concerned with the detail of managing and maintaining landscapes. It may involve concepts or broad master plans for new landscapes, but it is not about detailed landscape design. 2.5 Landscape design is concerned with the design of all types of external spaces. It uses design methods that require knowledge of the functional and aesthetic characteristics of landscape processes and materials, and understanding of the ways that landscape spaces and elements can be configured to meet aesthetic, functional, ecological and user requirements. It may operate at a variety of scales, from the design of small individual sites to large-scale master planning. The work includes research and surveys, analysis and assessment, and the preparation of concepts and strategies, master plans, and detailed designs, including details of planting and construction required to realise the design. It also involves the development of specifications and contract documents, and the letting and supervision of contracts so that designs can be realised effectively and to an agreed budget. Landscape design overlaps with landscape planning where it is concerned with master planning at a large-scale and with landscape management where management of the landscape is an essential means of achieving design aims and objectives. Garden design is allied to landscape design in that it shares a substantial part of the skills and knowledge base but typically applied at a smaller scale. 2.6 Landscape management is concerned with the long-term care and development of new and existing landscapes on a variety of scales and also with determining policy and planning for future landscape management and use. It requires particular expertise in the management and maintenance of landscape materials, both hard and soft, based on established principles of construction, horticulture and ecology in an urban or rural context and at a range of scales. Understanding of management skills and contract administration are also involved. 2.7 Landscape science is concerned with the principles and processes of physical and natural systems on a variety of scales and their application to the solution of practical landscape problems across the spectrum of design, planning and management. Work is wide-ranging but may, for example, involve issues relating to pollution and contaminated land, the creation of new habitats relating to new land uses, ecological and habitat surveys, and the preparation and appraisal of conservation schemes. Landscape science is a vital element in environmental impact assessment, landscape character assessment, master planning, management and creative elements of habitat creation, mixing science with design. 2.8 The aim should be to encourage diversity and innovation in the education of landscape architects, which may include joint programmes with cognate areas of study. Each programme will determine its own individual identity and focus within the broad spectrum of subject matter embraced by landscape architecture. While accredited programmes may be designed to prepare students specifically for entry to one of the Institute's divisions of landscape design, landscape management and landscape science, page 3

10 each will also seek to develop an appreciation of the full breadth of landscape architecture. So, for example, a landscape planning or a design programme will ensure an appreciation of landscape management and landscape science, while a landscape management or a landscape science programme will ensure appreciation of professional design. Many programmes are designed to cover more than one aspect of landscape architecture, combining, for example, landscape design and planning, landscape planning and management or landscape management and science. 2.9 While many professionally accredited programmes concentrate wholly on landscape architecture, it is also recognised that in an increasingly interdisciplinary work environment, the subject can usefully be combined with other professional and academic disciplines in joint or dual degree programmes. Where it is intended that graduates will proceed to become professionally qualified, the Institute accreditation process and published guidance will, in tandem with the higher education provider, determine the balance and weighting between the different strands of the discipline appropriate to the course. 3 Knowledge, understanding and skills 3.1 Landscape architecture employs a wide range of knowledge, understanding and skills in a complex iterative process involving research, reflection and the synthesis of subject-based knowledge to resolve problems defined by specific project work. There is a common core of knowledge and understanding and both subject-specific and generic skills that applies to all programmes in landscape architecture. Within the framework of this common core, a range of more specific learning outcomes can be defined that will be more heavily emphasised in a particular programme depending on whether it is focused on landscape planning, landscape design, landscape management or landscape science or some combination of these specialised areas. 3.2 This section deals first with the core areas of knowledge and understanding and both subject-specific and generic skills that are common to all programmes. These provide the basis for the listing of standards in section 5. The more specialist requirements relevant to specific types of programme are discussed further in paragraphs 3.7 to Core areas common to all landscape architecture programmes 3.3 The aim of all landscape architecture programmes should be to help students to acquire appropriate subject-specific knowledge and understanding, and to master those skills that are specific to practise as a landscape architect as well as those that are generic and will help to equip students for other careers. In acquiring this set of knowledge, understanding and skills students will also acquire more generic intellectual or thinking skills that include the formulation of questions or problems, approaches to problem-solving, development of reasoned arguments, and critical evaluation of information, ideas, concepts and theories. page 4

11 Knowledge and understanding 3.4 All programmes should equip students with appropriate knowledge and understanding in the following areas and help them to synthesise this knowledge and apply it to the practical problems and projects that they must address: the physical and natural systems and processes and the complex range of social, economic and cultural factors that interact together to shape the landscape the theories and concepts underlying the practice of landscape architecture the range of techniques and materials used in landscape architecture the professional, legal, institutional, economic and administrative context in which landscape architecture is practised, including, where appropriate, contract law and landscape specification the social, cultural and environmental values and ethical issues relevant to practise as a landscape architect, with particular emphasis on the role of sustainability the interface between the different areas of the landscape profession and between landscape architecture and other professions. Subject-specific skills 3.5 Programmes should also equip students with the skills that are essential to preparation for study and critical and reflective practice in landscape architecture. Students completing an honours degree in landscape architecture should be able to demonstrate their ability to: interpret a brief or develop one, dealing with both familiar and unfamiliar problems locate, analyse, synthesise and apply appropriate data and information to support development of solutions generate, develop and evaluate creative, innovative and appropriate solutions and proposals use relevant techniques and materials to specify and implement creative designs. Generic skills 3.6 In addition, programmes will equip students with skills that are also essential to preparation for study and practice in landscape architecture but are not unique to this discipline. These generic skills are relevant to a wide range of other contexts and fields, including other environmental areas and professions as well as types of work which have no environmental emphasis. Students completing an honours degree in landscape architecture should be able to demonstrate their ability to: use an appropriate range of visual, verbal and written media, including both digital and non-digital methods, to develop and express landscape architectural ideas communicate effectively using visual, verbal and written skills, to exchange and review ideas, theories, findings, conclusions and proposals and present them to a range of audiences page 5

12 work effectively as an individual, using self-management, time and task management and personal reflection to reach consistent levels of achievement normally, work effectively in a group or team contributing to the achievement of common goals use communication and information technology effectively and appropriately in research, data handling and development and presentation of solutions. Programmes in landscape planning 3.7 Landscape planning is an integrating activity that seeks to conserve, restore or enhance existing landscapes, and plan the creation of new ones, accommodating new land uses and activities. Programmes focusing on landscape planning will deliver learning outcomes appropriate to their specific focus but that in general will provide students with: a knowledge and understanding of: processes of ecological and environmental change at a range of landscape scales historical and cultural dimensions of the evolution of landscape social and economic forces expressed in the range of human activities, policies and land uses that are involved in shaping landscapes the theories underpinning the subject, drawing as appropriate on relevant concepts relating to planning, ecological, psychological and aesthetic theory a range of techniques relevant to landscape planning, such as landscape assessment, project and strategic environmental impact assessment, large-scale surveys, community participation techniques and geographic information systems (GIS) the specific professional, legal, policy, institutional and administrative context in which landscape planning is practised b subject-specific and generic skills that provide an ability to: translate and apply relevant theory and knowledge to generate appropriate policies, strategies, plans or practical interventions evaluate alternative proposals using appropriate tools and techniques combine visual and written communication appropriately and effectively both to develop and express landscape planning proposals select and use appropriate techniques relevant to planning interventions in landscape at the large scale use appropriate methods to communicate landscape planning ideas and proposals to the spectrum of interested parties involved. page 6

13 Programmes in landscape design 3.8 Landscape design is a creative process which involves research, analysis, the exploration of concepts and synthesis in the form of spatial proposals. It employs a wide range of knowledge and understanding and a set of skills both subject-specific and professional. Programmes focusing on landscape design will deliver learning outcomes that will provide students with: a knowledge and understanding of: design theory and methods and their application dynamic natural and cultural processes and their engagement with design proposals precedents in design and their relationship to contemporary practice properties of construction and planting materials and their use in design the specific professional, legal, institutional and administrative context in which landscape design is practised b subject-specific and generic skills that provide an ability to: analyse, reflect on and synthesise information in order to generate creative and robust design solutions use both convergent and divergent thinking in exploring and formulating design solutions envisage proposals as they develop over time generate three dimensional form through a variety of manual and digital techniques as a tool for the exploration and presentation of proposals apply critical judgement to both their own and other people's designs and articulate reasoned evaluations, leading to improved design solutions develop and communicate design proposals in a variety of media, to the spectrum of stakeholders involved in professional life. Programmes in landscape management 3.9 Landscape management is the application of management and maintenance methods to both existing and new landscapes to influence their development over time. It usually requires an appreciation of landscape design, amenity horticulture and the science of the inorganic and organic elements used to create landscapes and of their implications for future management. Programmes focusing on landscape management will normally provide this appreciation and deliver learning outcomes that will provide students with: a knowledge and understanding of: the physical, natural, social and economic processes that bring about change over time both in more natural and in designed landscapes the range of users and uses of different types of landscape and the interactions between them, including potential conflicts page 7

14 b theories and concepts underlying landscape management, with particular reference to ecological theory, and management planning theory the range of landscape maintenance and management techniques appropriate in different circumstances the specific professional, legal, institutional and administrative context in which landscape management is practised subject-specific and generic skills that provide an ability to: identify desirable aims and outcomes for management of different landscapes create maintenance or management strategies and plans for different types of landscape to achieve desirable change over time manipulate both existing and new landscape elements through appropriate management practices engage users in considering management strategies apply a variety of relevant techniques including site survey and analysis, social surveys and evaluation of alternative options combine visual and written communication effectively to both develop and express landscape management proposals use appropriate methods to communicate landscape management ideas and proposals to the spectrum of stakeholders involved. Programmes in landscape science 3.10 Landscape science is a diverse branch of the discipline and of the landscape profession. It includes a wide range of scientific knowledge and understanding and subject-specific skills that can underpin landscape planning, design and management. Programmes focusing on landscape science will vary widely but will normally deliver learning outcomes that will provide students with: a knowledge and understanding of: the physical processes involved in the landscape, including geology, geomorphology, soil science and hydrology species, habitats and ecological processes and the role they serve in landscape ecological survey and assessment methods and their application in landscape architecture applied ecology techniques, such as habitat conservation, habitat creation, bioengineering, ecological restoration, pollution and contaminated land and ecological impact assessment the specific professional, legal, institutional and administrative context in which landscape science is practised page 8

15 b subject-specific and generic skills that provide an ability to: apply detailed knowledge and understanding of physical and natural systems to develop scientifically sound proposals for intervening in landscape select and use appropriate scientific methods, such as hypothesis development, experimental design, field survey, data analysis and interpretation, testing and modelling, presentation of findings, and monitoring of outcomes, to help to achieve the desired outcomes in the landscape carry out and apply scientific research relevant to landscape architecture use appropriate methods to communicate the findings of landscape scientific investigations and resulting proposals to the spectrum of stakeholders involved. 4 Teaching, learning and assessment Teaching and learning 4.1 The methods of, and contexts for, teaching and learning in landscape architecture education will depend on where the programme falls in the spectrum of planning, design, management or science. All programmes will employ the usual learning methods of lectures, seminars and tutorials to impart key areas of knowledge and subject-specific and generic skills. Landscape architecture is, however, particularly characterised by an emphasis on the way that the newly acquired knowledge and skills are progressive and integrated in an increasingly complex series of design based, problem-solving projects. This normally culminates in a significant final project, simulating the experience of work in practice that allows the student to demonstrate the full range of what they have learnt. 4.2 Landscape design programmes are specifically characterised by a focus on the activity of planning and designing new landscapes through the vehicle of the design project. This vitally important project activity typically involves individual tutorials, public and semi-public presentations (usually referred to as project 'critiques') and self-reflective and critical discussions undertaken informally by students working together typified by the 'design studio'. This approach mirrors the experience that graduates will encounter in the workplace. 4.3 Landscape management and landscape science programmes and some landscape planning programmes will not have this key focus on the design project and the design studio as a means of teaching and learning. They are, nevertheless, still strongly characterised by methods of teaching and learning that reinforce the application of subject-specific knowledge, understanding and skills, and generic skills through practical projects. In landscape planning, this may involve large-scale strategic plans for new development or the assessment of the landscape and visual impacts of such change. In landscape management, the projects are likely to be management plans or maintenance strategies for the establishment and management of existing, restored or new landscapes. In landscape science programmes there is likely to be a more diverse range of projects that demonstrate particular opportunities for scientific investigation, including survey, analysis, monitoring and research. page 9

16 Assessment 4.4 In landscape architecture, the assessment process is not only a means whereby the actual achievement and standards of students is 'measured' through summative assessment, but also a vital part of the learning process through the contribution of formative assessment. The discipline is characterised by often innovative applications of knowledge, understanding and skills to complex issues, problems and opportunities to which there are no 'answers'. The development of student potential through assessment and the setting of benchmark standards, cannot therefore be mechanistic because projects, student approaches and final outcomes will be highly diverse. Each programme will need to take a strategic approach to assessment so that it reflects both this benchmark statement and the particular focus, content and delivery of that programme. Assessment strategies will need to have regard to the following factors. a b c There must be sufficient identified opportunities for students to demonstrate that they have met the threshold standard in all aspects of the benchmark statement. A wide range of assessment methods should be used as appropriate to landscape planning, design, management or science. The assessment strategy should provide sufficient opportunities for the best students to exhibit the level of innovation and creativity associated with excellence. 4.5 Formative assessment is a distinctive characteristic of landscape architecture education and an important part of the learning process. This is particularly the case in landscape design programmes where interim and final reviews of work before various audiences frequently take place. Comment on work may take various forms that reflect the various means (verbal and graphic) by which the project is represented. Similar approaches, although usually less formalised, may also play a part in project-based work in the other subject areas. Other aspects of assessment of landscape architecture programmes are typically carried out by methods familiar in other disciplines such as examinations, seminar papers, reports, dissertations and essays. 4.6 Students will usually have the opportunity, at the end of their studies, to carry out one or more extensive individual pieces of student-centred project work that will allow them to synthesise their full range of knowledge, understanding and skills in order to produce proposals and demonstrate their readiness for professional employment. This type of work assists in the development of generic personal skills, such as: time management ability to work to a defined brief (often developed by the student) within real world constraints ability to tackle problems which may lack a well-defined outcome or to which there are numerous possible approaches research, locate and evaluate a complex range of information apply knowledge to new and unfamiliar sets of circumstances. 4.7 The development of team and group working can also form an element of this type of work. This has particular value because it mirrors the way that professional skills are applied in the workplace and can therefore enhance employability. page 10

17 5 Benchmark standards 5.1 Each HEI will ensure that its final awards are consistent with The framework for higher education qualifications in England, Wales and Northern Ireland (QAA, 2001) and its associated level descriptors, and the equivalent in Scotland. The threshold standard, expected of all honours graduates in programmes covered by this statement, is set out below in terms of the core areas of knowledge, understanding and skills, given previously in section 3. Precise learning outcomes will be specific to the individual programme and are a matter for institutions to decide. Knowledge and understanding 5.2 Students should demonstrate comprehensive and integrated knowledge and understanding of: the physical, natural, social, economic and cultural factors that shape the landscape, and of the interactions between them the theories and concepts underlying the practice of landscape architecture relevant techniques and materials used in landscape architecture the professional, legal, institutional and administrative context in which landscape architecture is practised the social, cultural and environmental values and ethical issues relevant to practise as a landscape architect, with particular emphasis on the role of sustainability. Subject-specific skills 5.3 Students should demonstrate a coherent and creative ability to: understand a brief and develop one, dealing with both familiar and unfamiliar problems locate, analyse, synthesise and apply appropriate data and information to support development of solutions generate and develop solutions and proposals use relevant techniques and materials to implement solutions carry out aspects of landscape professional practice. Generic skills 5.4 Students should demonstrate the ability to effectively: communicate using appropriate visual, verbal and written skills, to exchange and review ideas, theories, findings, conclusions and proposals and present them to a range of audiences work as an individual, using self-management, time and task management and personal reflection, within a supportive framework page 11

18 carry out assigned tasks in a group or team work environment and contribute to group discussions use communication and information technology in research, data handling and development and presentation of solutions. 5.5 It is also important to recognise that a high proportion of landscape architecture graduates will achieve standards beyond the threshold level and that some will achieve excellence. This statement does not attempt to set criteria for such additional levels of achievement, believing that this needs to be achieved by the individual institution. It should, however, be stressed that excellent achievement should be characterised by originality, creativity, novel approaches and superior performance in many aspects of the programme. page 12

19 Appendix A - Membership of the review group for the subject benchmark statement for landscape architecture David Booth Mark Cowell Robert Holden John Finlay John Stuart-Murray Professor Carys Swanwick (Chair) University of Gloucestershire University of Central England in Birmingham University of Greenwich The Manchester Metropolitan University Edinburgh College of Art University of Sheffield The group would like to acknowledge the assistance given by Dr Laura Bellingham, Development Officer, QAA, in the final drafting of this statement. page 13

20 Appendix B - Membership of the original benchmarking group for landscape architecture Details below appear as published in the original subject benchmark statement for landscape architecture (2000). Professor D Cassidy Mr M Cowell (Convenor) Ms C Delage Professor C Swanwick Mr A Taylor Professor C Ward Thompson University of Central England in Birmingham Cheltenham and Gloucester College of Higher Education University of Greenwich University of Sheffield Leeds Metropolitan University Edinburgh College of Art/ Heriot-Watt University page 14

21 The Quality Assurance Agency for Higher Education Southgate House Southgate Street Gloucester GL1 1UB Tel Fax Web QAA /07