BSc (Hons) Garden Design, Restoration and Management

• 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: 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.
• Traditional and Contemporary Planting - This module continues the theme of plant studies begun in earlier modules but explores this area to a greater depth. The traditional and contemporary use of plants in the landscape will be explored and will include design, selection and management.
• World Gardens - The module allows students to investigate garden designs from outside Britain, both historical and modern. It will compare and contrast the factors that have shaped similarities and differences in gardens, whether these be physical, cultural or philosophical.

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.
• Designing Within an Historical Context - The module aims to relate design principles taught at level five designed Historic Landscapes. Much of the work will be undertaken in the form of a project allowing the student to integrate and apply theories from level five and six modules to a specific situation.
• Self Directed Learning (Level 6, 15 credit) - This module allows the student to demonstrate how they can engage in the quest for knowledge about their chosen subject area beyond that offered by the curriculum provided for their course. The student is able to develop their own lines of enquiry concerning relevant subject areas in negotiation with the Module tutor. Activities may include attendance at relevant lectures, seminars or workshops provided by commercial, professional, or amateur organizations, appropriate visits, specialist interviews or the facilitation of a specific event that will enhance their own and others learning. Activities need to be underpinned by contemporary issues within the relevant literature and must align with the appropriate level of the National Qualifications Framework. Activities may be undertaken in a national or international context and could embrace activities undertaken in an external work based environment. NB: This module is designed to be studied on the basis of differing volumes and levels of credit. The maximum volume that can be achieved by an individual student will be 30 credits
• 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.
• Managing Designed Landscapes: Philosophies and Practices - This module focuses on the management of both historic and contemporary designed landscapes. It aims to examine the role and value of designed landscape, an understanding of their development, the threats to their existence and management strategies used to ensure their long-term survival. The module will examine the different types of management plans and their formulation. This will cover the scope of plans, the processes involved from the initial research and data gathering stages, analysis and decision making through to completion and subsequent implementation stages. Discussion of the controversial issues surrounding projects using a number of well-known case study sites will be included. Case study sites will also be used to examine the influences on management strategies including economic pressures such as funding and staffing, visitors, access, management philosophy and approaches.