16233 Urban Planning & Development Process
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): ((16632 Built Environment Law and Professional Practice OR 16217 Built Environment Law & Professional Practice) AND 16234 Property Valuation)
These requisites may not apply to students in certain courses. See access conditions.
Description
This subject focuses on the nature and necessity for urban planning. It analyses the role of planning policy in the regulation of the land-development process and examines the resulting built outcomes. Students discuss the contemporary structure of the NSW planning system, enabling an understanding of the plan-making and development approval process and the relationship between the Federal, State, local government authorities, the community and agents of development. A key aim is to allow students to recognise the application of sound planning and design practice to the fields of residential and commercial development through project-based learning.
Note: Students should be aware that the statutory and regulatory regimes which govern planning in NSW are under continuous review. Changes are frequent. UTS endeavours to maintain currency of lecture material but occasionally some items may be obsolete.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Develop an understanding of how cities (particularly Sydney) have come to take their present form, and of how contemporary pressures of growth and change are likely to shape their future forms |
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| 2. | Develop an understanding of how urban settlements and localities function and operate in response to stakeholder and environmental pressures |
| 3. | Understand how and why plans are made; how regulatory instruments and design standards are formulated and implemented; and how such instruments are used to influence and encourage good design and management of the urban environment |
| 4. | Acquire an ability to recognise and apply the principles of sound ecologically sustainable development in an urban planning context |
| 5. | Demonstrate an understanding of the values and traditions underlying contemporary planning practice, including the ethical dimensions of concepts such as the public interest, externalities, community participation and ESG |
| 6. | Develop a general understanding of the values which are typically associated with 'good' and 'poor' urban planning and development practice. |
| 7. | Use a variety of communication skills, including a range of technologies, to deliver the communications in a professional context |
| 8. | Work together as a team to deliver a professional outcome |
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
This subject is delivered in a format that includes lecture content mixed with discussion and collaborative group activities for each topic. Tutorials focus on case study analysis, template discussions and preparation for a self-guided field trip. The self-guided field trip allows students, working in teams, to undertake an analysis of a specific site in Sydney and assess the development against planning principles in various property contexts. This will enable students to recognise and apply the principles of sound ecologically sustainable development.
The lectures and tutorials provide much of the critical analysis necessary for students to competently undertake the assessment tasks and the exam. Full participation is therefore fundamental to achieving quality assessments and demonstrating competency in the graduate attributes aligned with this subject.
Student achievement in this subject is assessed by a multi-task assignment that is designed to cover a number of Subject Objectives and Course Intended Learning Outcomes (CILOs).
Formative feedback on the preliminary group task is provided before the semester break. Students will have several opportunities to receive feedback during the subject. The feedback provided will vary in form, purpose and in its degree of formality.
Formative feedback will be provided during the learning process and will address the content of work and a student's approach to learning, both in general and more specific 'assessment oriented' terms. It is designed to help students improve their performance in time for the submission of an assessment item. For this to occur, students need to respond constructively to the feedback provided. This involves critically reflecting on advice given and in response altering the approach taken to a given assessment. Formative feedback may also, on occasions, be provided by other students. It is delivered informally, either in conversation during a tutorial or in the course of team discussion. It is the student's responsibility to record any feedback given during team meetings.
Summative feedback is provided in written form with all assessed work. It is published along with indicative grades online. Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria
An aim of this subject is to help you develop academic and professional language and communication skills to succeed at university and in the workplace. During the course of this subject, you will complete a milestone assessment task that will, in addition to assessing your subject-specific learning objectives, assess your English language proficiency.
Content (topics)
• Overview and planning aims: The nature and necessity for planning is explored. Questions are raised about the need for a regulated land-use control system as opposed to a free market system. The values and traditions underlying contemporary planning practice – including ethical dimensions such as the public interest, externalities and community participation are covered.
• Strategic planning: The processes of strategic planning, for quality outcomes are examined and the power relationships between state government and local councils as consent authorities associated with planning processes are frequently discussed. Also included is discussion of how and why local and metropolitan plans are made; how design standards are formulated and implemented; how these instruments influence good design and management of the urban environment and the importance of community involvement and participation.
• Specific planning issues: Contemporary issues such as urban consolidation and transport; heritage; ecologically sustainable development and other current issues are discussed to demonstrate how these issues fit into the overall planning process. The role of planning in promoting socially sustainable development and quality urban design is also examined. Case studies in lectures and tutorial presentations highlight the values associated with good and poor urban planning and development practice.
Assessment
Assessment task 1: URBAN PLANNING PROCESS PROJECT PLAN, VIDEO PRESENTATION
| Intent: | Aim of the assessment task: This is a multi-part assignment that is designed to allow students to demonstrate an understanding of urban planning processes and work as a team, using innovative technology, to communicate their knowledge of good urban planning to their client. One of the components of this assessment task includes a milestone assessment component that evaluates English language proficiency. You may be guided to further language support after the completion of this subject if your results in this milestone task indicate you need more help with your language skills.
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5, 6, 7 and 8 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): .1, .1, .4 and .7 |
| Type: | Project |
| Groupwork: | Group, group and individually assessed |
| Weight: | 30% |
| Length: | Students should see the Assessment Task information in Canvas for details on the requirements for each task |
| Criteria: |
?Ability to work together as a team to develop a professional outcome within a short timeframe Ability to deliver an organized plan
Ability to raise client interest through delivering an engaging recommendation video Ability to use innovative technology to deliver a high quality visual and sound experience for the client Each criterion is of equal value:
Each criterion is of equal value:
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Assessment task 2: INDIGENOUS PERSPECTIVES ASSIGNMENT
| Intent: | Aim of the assessment task: The Indigenous Perspectives Report allows students to demonstrate their understanding of indigenous perspectives on good urban planning and apply legal frameworks to land use and ownership - 10% |
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| Objective(s): | This task addresses the following subject learning objectives: 2, 5 and 7 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): .1, .3 and .4 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 10% |
| Criteria: | Students will demonstrate their understanding of indigenous perspectives in the urban planning context. This includes demonstrated knowledge of the current regulatory framework on landuse and impacts on Country. Students deliver written communication in a professional contex |
Assessment task 3: FORMAL EXAM
| Intent: | FORMAL EXAMINATION The multiple choice quiz requires students to demonstrate their knowledge of the course content from weeks 1 to 5 inclusive. This content provides the foundation learning. (10%) The final exam, conducted in the formal assessment period, allows students to demonstrate their knowledge and apply their learning for course content from weeks 1 to 12 inclusive. (50%) |
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): .1, .3, .4 and .7 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 60% |
| Length: | Information will be provided in lectures |
| Criteria: | This assessment task will be conducted in two stages: First stage is a multiple choice question assessment task. Criteria to be assessed is the content delivered in weeks 1 to 5 inclusive The second stage is the final examination. Criteria to be assessed includes all lecture content
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Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
Students must attempt every assessment task.
Required texts
Students should consult the relevant weekly folder in Canvas for all required readingss and/or tasks required to be completed before each class
Recommended texts
The following books provide further learning opportunities for students. They can be accessed through the UTS Library. Details will be provide on UTSOnline.
Blewitt, J., 2018, Understanding Sustainable Development, Routledge, New York.
Brunner, J., & Glasson, J., 2015, Contemporary Issues in Australian Urban and Regional Planning, Routledge, Sydney.
Gaber, J., 2020, Qualitative Analysis for Planning & Policy: Beyond the Numbers. (2nd edn), Routledge, New York.
Gurran, N., 2011, Australian urban land use planning: Principles, systems and practice, (2nd edn), Sydney University Press, Sydney.
Gurran, N., Gallent, N., & Chiu, L.H., 2016, Politics, Planning and Housing Supply in Australia, England and Hong Kong, ?Routledge, New York.
Hamin Infield, E. M., Abunnasr, Y., & Ryan, R. L., 2019, Planning for Climate Change: A reader in Green Infrastructure and Sustainable Design for Resilient Cities, Routledge, New York.
Holsen, T. 2020. Negotiations Between Developers and Planning Authorities in Urban Development Projects, disP - The Planning Review, 56:3, 36-46.
Jackson, S., Porter, L., & Johnson, L. C., 2018, ?Planning in Indigenous Australia: from imperial foundations to postcolonial futures, ?Routledge, New York.
Kelbaugh, D., 2019, The urban fix: resilient cities in the war against climate change, heat islands and overpopulation, Routledge, New York.
LeGates, R.T., and Stout, F., (eds), 2020, The City Reader, (7th edn), Routledge, New York.
Preston, N., 2014, ?Understanding Ethics, ?(4th edn), Federation, Annandale.
Rauscher, R,. & Momtaz, S., 2015, Sustainable Neighbourhoods in Australia: city of Sydney Urban Planning, Springer, Sydney.
Rauscher, R., & Momtaz, S., 2017, Cities in Global Transition: Creating sustainable communities in Australia, Springer, Sydney.
Sanderson, D., Kayden, J. S., & Leis, J., 2016. ?Urban Disaster Resilience: New Dimensions from International Practice in the Built Environment, Routledge, New York.
Serkin, C. 2020. The Wicked Problem of Zoning, Vanderbilt Law Review, 73, 1879.
Willis, K. S., & Aurigi, A., 2018, Digital and Smart Cities, ?Routledge, New York.
Optional:
Myers, D. (2009). Economics for the Modern Built Environment.
References
Important Web links:
http://www.austlii.edu.au/databases.html (for Australian and state legislation and case law eg Land and Environment Case citations)
http://www.planning.nsw.gov.au/ (Department of Planning, Industry and Environment website)
https://www.greater.sydney/ (Greater Sydney Commission website)
https://www.cityofsydney.nsw.gov.au/sustainable-sydney-2030
Journals
International Journal of Urban and Regional Research - https://search.lib.uts.edu.au/permalink/61UTS_INST/1ee61ie/alma991006785628105671
Urban studies - https://search.lib.uts.edu.au/permalink/61UTS_INST/1ee61ie/alma991006788834705671
Landscape and Urban Planning - https://search.lib.uts.edu.au/permalink/61UTS_INST/19joism/alma991006747594805671
Cities - https://search.lib.uts.edu.au/permalink/61UTS_INST/1ee61ie/alma991006733607105671
Urban Affairs Review - https://search.lib.uts.edu.au/permalink/61UTS_INST/1ee61ie/alma991006724779005671
Land Use Policy - https://search.lib.uts.edu.au/permalink/61UTS_INST/19joism/alma991006752313205671
City - https://search.lib.uts.edu.au/permalink/61UTS_INST/1ee61ie/alma991006730995105671
Urban Policy and Research - https://search.lib.uts.edu.au/permalink/61UTS_INST/19joism/alma991006776067305671
Journal of Urban Affairs - https://search.lib.uts.edu.au/permalink/61UTS_INST/19joism/alma991006755602205671
Journal of Housing and the Built Environment - https://search.lib.uts.edu.au/permalink/61UTS_INST/19joism/alma991006761095805671
Journal of Urbanism - https://search.lib.uts.edu.au/permalink/61UTS_INST/19joism/alma991006735042005671
Other resources
Students are expected to refer to UTS Online at least once each week as announcements, lecture notes, readings and weblinks will be continuously posted there.