Planning is about changing the places within which we live. How we can transform and improve our cities, towns, villages, neighbourhoods and communities. It affects our everyday lives and is an exciting discipline to study at university.
A planning degree provides students with the knowledge and skills to be able to make decisions that shape the processes of growth and development. We currently face many urban challenges – attracting investment, creating jobs, protecting the environment, energy policy, housing supply, transport links, providing local amenities – and planning affects how these things happen. Therefore, as future planners you will have an important role to play in shaping the future.
Planning is a broad subject matter and planners perform different roles relating to the natural, physical, economic, social and cultural environments that we live in. Given this, planning offers a wide range of employment opportunities. Studying planning will equip you with the knowledge to understand how cities, towns, villages, communities and neighbourhoods function and operate, and then have the skills to make decisions that shape how they grow and prosper.
Planning at Queen's is ranked 1st for satisfaction in teaching in the 2023 National Student Survey (NSS).
Planning, Environment and Development highlights
Professional Accreditations
This degree is accredited by two professional bodies: the Royal Town Planning Institute (RTPI, partial/spatial accreditation) and the Royal Institution of Chartered Surveyors (RICS). For full RTPI accreditation, graduates would need to complete a specialist accreditation qualification (e.g., an accredited MSc programme)."
Industry Links
As well as including employers in our teaching and development of projects we value the input of practitioners on our examination panels. Our employer links are further enhanced through formal partnership meetings with our accreditation bodies (RICS and RTPI) and by providing student prizes, for example, for the best independent research project. Therefore, course development is closely aligned to the requirements of the planning sector. Employers are often also consulted by students in the development of the independent research project. For example we have developed strong relationships in Northern Ireland with the Housing Executive, and the Planning Division of the Department of Infrastructure. As part of the support activities embedded in the degree, employers contribute to regular careers events.
Student Experience
The BSc in Planning, Environment and Development includes an optional year-long Industrial Placement between Years 2 and 3 of the course, which is recognised on your final transcript. This affords students the opportunity to enhance their skills development in a workplace setting. The placement may be paid or unpaid. You won’t need to make a final decision on whether or not you want to explore this option until year two.
The general aims of this degree are to develop the professional skills necessary to work in the broad field of planning practice and development management, while providing an understanding of related economical, ethical, social and political dimensions. Graduates will have the skills to enable them to participate in the design and development of the built environment, and a range of other related professions.
In providing an accredited pathway to the planning profession (worldwide), the degree develops knowledge on a wide range of themes such as the economic, social and political context within which planning operates. Furthermore, a range of transferable skills, such as mediation, advocacy, communication and IT skills, are developed which can be applied in a range of international careers.
Stage 1
Stage 1 assumes no prior knowledge of planning and provides an overall introduction to the key issues, processes and professional skills required for planning practice, plus the history and evolution of planning as a profession and academic discipline. This includes projects that promote group working, oral presentations, academic writing, design skills and the use of specialist software.
The modules you will study during Stage 1 include:
Planning Health and Well Being
Planning Skills and GIS
Design Principles in the Built Environment
The History of Planned Settlement
Contemporary Issues in Urban and Rural Planning
Institutional and Policy Context of Planning Practice
Stage 2
Stage 2 provides a more detailed appreciation of planning, with modules examining topics such as economics, sustainable development and planning theory. It includes two key projects, one that develops skills in spatial planning policy, and another that promotes understanding of the development control process. Students are also given an opportunity to further develop skills in design issues and are introduced to the social aspects of planning activity.
The modules you will study during Stage 2 include:
Site Layout and Design
Theory and Practice of Development Management
Planning Theory and Society
Planning and Climate Change
Economy and Space
Theory and Practice of Spatial Planning Policy
Stage 3
Stage 3 develops a greater theoretical understanding of planning. In the first semester students will study, in depth, some of the key planning issues and debates that currently face the planning profession. These are studied from a variety of geographical, political and cultural perspectives. The degree includes a week-long field study to a European city during Stage 3. In the second semester all students are required to complete an independent research project. The second semester also includes modules in law, infrastructure and transport, and conservation.
The modules you will study during Stage 3 include:
Legal Studies in Planning
Independent Research Project
Planning Practice Study Visit
Themes in Spatial Planning
Research Methods and Place
Stage 3 Optional Courses
Conservation of the Built Environment
Infrastructure and Transportation Planning
Programme Director for BSc Planning, Environment and Development
SNBE Laura is a Lecturer in Spatial Planning in the School of Natural and Built Environment at Queen's University Belfast. Her research interests relate to the sustainable transport development and collaborative planning practices.
Contact Teaching Hours
Large Group Teaching
6 (hours maximum) hours of lectures.
Medium Group Teaching
6 (hours maximum) hours of practical classes, workshops or seminars each week.
Personal Study
24 (hours maximum) 22-24 hours studying and revising in your own time each week, including some guided study using handouts, online activities etc.
Small Group Teaching/Personal Tutorial
8 (hours maximum) hours of tutorials (or later, project supervision) each week.
Learning and Teaching
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
On the BSc in Planning, Environment and Development we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this degree are:
E-Learning technologies
Information associated with lectures and assessments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT and statistics components; interactive web-based learning activities such as on-line discussion forums; opportunities to use IT programmes associated with design in practical's and project- based work etc.
Employer/community input
Teaching will be complemented by the inclusion of contributions from those in planning authorities, professional planning practice and representatives of local communities. Such practitioners will contribute directly to lectures, field visits and practical student projects. For example, we partner with community groups to develop project ideas that are relevant to the needs of the sector. Recently this has included work on social economics, public participation, social documentary and others. Contributors have included the East Belfast Partnership, Friends of the Earth, Belfast Healthy Cities, Belfast City Council, Groundwork NI, the private sector (Turley Associates, BS Design), the BBC and many others. This will provide a significant learning and employability enhancement opportunity, draws on the strong professional and community links of teaching staff and enables professional contacts to be developed.
Field Trips
From the beginning of year one you will be involved in ‘getting out there’ on field trips of one day or longer. For example, a project in year one will include a visit to a local town in order to develop a design brief. In year three students will participate in a week-long stay in a European city. Such learning will enable you to apply your existing knowledge and research skills to a different and international setting. It will also provide an opportunity to engage with lecturers and practitioners in a more informal context. Students have told us that they value such interaction and the friendliness of lecturing staff.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assignments (normally delivered in large groups to all year group peers). There are normally between 25 and 35 Planning students on our undergraduate courses (BSc or MPlan). In some modules you will be with students from other degrees, but on the whole the planning degree will provide you with an excellent staff to student ratio.
Peer Mentoring
All level one students will have the opportunity to be mentored by Stage 3 students. There will also be other opportunities for career-related mentoring as you progress.
Personal Tutor
All BSc Planning students will be allocated a Personal Tutor who will meet with them on several occasions during the year to support their academic and skills development and discuss individual student’s career aspirations.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out. Self-directed study will commonly be supported by seminars/tutorials.
Seminars/tutorials
Significant teaching will be carried out in small groups (typically 10-20 students). This will include breaking up into small groups within lectures. These sessions will provide opportunities to engage with academic staff with specialist knowledge of the topic, to ask questions of them and to assess your own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups. Teaching staff will also be available on a one-to-one basis for tutorial sessions. The time allocated to seminars will vary across modules and will be clearly outlined in the module guides provided.
Studio Work
Planning is one of only a few courses at Queen’s which conducts a large proportion of its teaching in a studio environment. We use studio projects to help you develop design/technical skills and apply theoretical principles to real-life or practical contexts. For you, studio work will offer a unique and highly supportive learning experience. Most of our project work is conducted in our own dedicated studio in which you may work informally, individually or in small groups, with staff on-hand to offer guidance and support.
Supervised projects
In the final year, you will be expected to carry out an independent research project on a planning topic. You will receive one to one support from a supervisor who will guide you in terms of how to carry out your research and successfully complete your project.
Work-Related learning
Throughout the degree you will apply theoretical ideas to real-life projects and engage with the world of work. For example, the design stream of the degree will begin in year one with a design brief which will be consolidated with a design proposal in year two. Year two will also include a plan making exercise for a local town, and a client-based project involving a planning response and appeal. You will engage with the world of work, therefore, through engaging with practitioners as outlined above and by working on and disseminating projects with employers that draw on ‘live’ issues. For example, during year two students present their group findings on plan-making to classmates, lecturers and professional experts. In year three, there will be considerable opportunity for engagement with international, comparative topics and international practitioners during a field study module.
Assessment
Details of assessments associated with this course are outlined below:
The way in which you will be assessed will vary according to the intended learning outcomes of each module. Some modules are assessed solely through project work or other written assignments. Others are assessed through a combination of coursework, and end of semester examinations. Academic staff are active in teaching and research, have obtained teaching awards and have developed innovative learning and assessment methods. Details of how each module will be assessed will be shown in the Student Handbook which is provided to all students at the start of each academic year.
Feedback
As students progress through their course, they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, project supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” and "feedback days" to help you to address a specific query.
Comments from planning practitioners contributing to lectures, field visits and 'real life' student projects.
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may involve revision sessions drawing on past examination papers.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you are encouraged to identify and implement further improvements to the quality of your work. You will be supported in this process by your personal tutor.
Facilities
Planning students at Queen’s have access to excellent teaching and learning facilities. These include dedicated studio space for students, excellent presentation facilities, dedicated computer labs with all necessary computing and software facilities (GIS, CAD), as well as world-class library facilities offered through the McClay Library.
Internationally Renowned Experts Resources
Many of our staff are leading experts in their fields of research and have been recognised internationally through the awarding of significant research grants and awards. For example, Richard Waldron was recently awarded the ‘Best Paper in Planning’ by the Association of European Planning Schools (AESOP) for his work on the viability of residential housing supply.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Historically, settlement developed as a result of the basic needs for shelter, water and food. While settlements have evolved since pre-history times, basic needs remain the same. However, contemporary settlement is influenced by a number of complex factors. The 'layers' of historic development and settlement, the physical landscape, socio-economic trends and interventions all contribute to both contemporary patterns and the demands of the population who live or wish to live within a given settlement. This module provides an introduction to processes of spatial change and discusses the potential for intervention and mediation in the form of spatial planning. The module looks at places in their time and 'space' contexts and how we can understand contemporary urban problems, assets and developmental possibilities inherited from our past. However, it also shows the relevance of these processes for spatial planning, urban regeneration and heritage management, especially in Northern Ireland context where, history, territory, and identity create distinctive policy challenges.
Learning Outcomes
1. Appreciate the impact of past settlement patterns and the importance of time in the planning process. 2. Reflect on the arguments for and against spatial planning and particular theoretical approaches, and assess what can be learnt from experience of spatial planning in different context and spatial scales. 3. Appreciate the wider socio-economic forces affecting change in Northern Ireland and comprehend the various ways that planning can help mediate the shaping of space, particularly in divided societies. 4. Understand the conceptual context for past interventions and spatial planning. 5. Explain the contribution that planning can make to the built and natural environment, in particular recognise the implications of climate change.
Skills
Students will be able to develop the following generic and professional skills:
1. Problem solving skills;
2. Policy analysis and awareness of the policy context within which planning is located; and
3. Spatial awareness and understanding of the historical, cultural and political context of planning and land use management.
This module offers a first introduction to the principles of design in the built environment, including the role of visual analysis in an urban context. The module is taught via lectures and studio-based project work. There is a field trip midway through the first semester, this is compulsory and forms part of the group/individual project.
Learning Outcomes
1. Evaluate the principles and processes of design for creating high quality places and enhancing the public realm for the benefit of all society. 2. Understand the elements of urban form and be able to provide a basic evaluation of physical aspects of the built environment in an urban context. 3. Appreciate the physical constraints upon design of the built environment. 4. Understand the basic issues related to the evolution of architectural form. 5. Demonstrate basic skills in teamwork and oral, written and graphic communication. 6. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context, and be able to demonstrate negotiation, mediation, advocacy and leadership skills.
Skills
1. Analysis of library and archive resources 2. Appreciation of the key concepts relating to structure and aesthetic elements in buildings and townscapes 3. Understanding of the process of urban design from survey to presentation of proposal. 4. Understand the basic principles of group working. 5. Urban design skills applicable to a medium-sized site in an urban context.
Institutional and Policy Context of Planning Practice
Overview
The core of the module will be a lecture course that will run from early February to early May. The details of the lectures are set out below and cover three related areas; the first will deal with the underlying structures of the planning system – the British form of government and the way in which planning is organised on a national basis. The second section will then explore the means through which the objectives of the planning system are secured, namely law, policy and implementation via development control and the appeals process. The third section goes on to examine the various actors in the planning system – the planners themselves, developers and pressure groups.
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
2. Understand the main institutional, legal and administrative structures for UK planning practice, with an emphasis on Northern Ireland.
3. Explain the political and ethical nature of spatial planning; reflect on how planners work effectively within democratic decision-making structure.
4. Distinguish the characteristics of a professional including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
5. Describe the way in which policy objectives are articulated and implemented in the UK.
Skills
Students will also develop the following generic and professional skills:
• Further develop skills in retrieving texts from the library.
• Enhance your skills in presenting an argument and engaging in a small group discussion.
• Develop abilities in critical reading and effectively summarising a range of planning texts.
• Be able to produce a well-presented and clearly argued report on a complex planning issue.
This module takes an holistic view of the activities, policies and planning initiatives that are currently shaping the relationship between urban and rural areas. This examination of contemporary planning issues places particular emphasis on Northern Ireland, but locates a series of key debates within the wider planning practice arena.
Learning Outcomes
On successful completion of this module students should be able to:
(1) Report on the nature of contemporary urban and rural challenges affecting Northern Ireland and evaluate planning's responses;
(2) Explain and demonstrate how spatial planning operates in Northern Ireland within the context of its evolving institutional framework and wider planning debates;
(3) Explain the contribution that planning can make to the built and natural environment;
(4) Explain the principles of equality and equality of opportunity in relation to spatial planning;
(5) Evaluate the importance and effectiveness of community engagement in the planning process;
(6) Demonstrate effective research, analytical and evaluative skills and the ability to reach appropriate evidence based decisions.
EVP1001 introduces students to the origins of Planning in the United Kingdom. It does this by beginning in the nineteenth century and considering its Public Health origins. By looking at key figures and themes in the inception of the Planning Movement the module engages the student with the historiography of the philosophies, concepts and concerns of Planning, Health and Well-Being and the evolution of the principles of the Planning profession up to the present day. Here models of Health, Well-Being and the role of the State and the individual are drawn on through examples of planning policy. Through interactive lectures, seminars and reading the module takes students through the evolving political, economic, social and environmental contexts of planning in the UK and beyond, the nexus between town and country planning, key planning legislation and interactions with Health and Well-Being. Here key concepts including structure, agency, class, gender, age, ethnicity and equality are drawn on. Thus the development of the UK Planning system will be seen to evolve from its Public Health origins and its institutions engage in both individualistic and integrative ways. Students will thus have the opportunity to debate the role of planning in creating successful and strong economies and sustainable urban and rural environments through engagement in weekly lectures and seminars.
Learning Outcomes
At the end of the module a successful student will:
1) Have knowledge of the historiography of the Public Health concerns underpinning the inception of the Planning Movement in the United Kingdom and the enduring impacts on the current planning landscape.
2) Be able to engage with academic approaches to health and well-being and to consider the impacts on the evolution of the planning profession, institutions and practice within a Spatial Planning framework.
3) Be able to consider the connections between urban and rural and health and well-being through engagement with key concepts of The State, the individual, class, ethnicity, aging and gender.
4) Have developed understanding of the impacts of evolving thinking on Planning, Health and Well-Being to land-use planning, space and place and issues of community, poverty, social exclusion and diversity.
Additionally successful students will:
- Understand the basic definitions related to planning and how these are applied to different spatial circumstances.
- Understand the origins of planning in the United Kingdom in general and Northern Ireland specifically.
- Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
- Appreciate the inter-related economic, social, political and environmental dimensions to the use and management of land, looking in particular at the connections between planning, health and well-being.
- Understand the operation of the planning system and the competencies and values deployed by planners in professional practice.
- Appreciate the role of professional planners in a range of organisational and policy settings.
- Develop research skills in the assembly, analysis and presentation of information from a wide range of sources; and generate integrated and well substantiated responses to spatial planning challenges.
Skills
- Problem solving skills, especially in undertaking the case study-based assignments;
- Analytical skills and understanding of the policy context within which planning is located; and
- Spatial awareness of the interrelated economic, social, environmental and political dimensions to the use and management of land.
- Discussion and debating skills in lectures and seminars
- Academic writing skills in essays and project
- Confident in speaking in a range of settings i.e. lectures/seminars/group work/one-to one.
This module enables students to gain a range of skills essential in making the progression to higher education. Students will apply critical literature search, reading, academic writing, IT and presentation skills to a theme from Planning for Rural Communities. This theme will be introduced early in the module and enable students to apply their developing research skills. Weekly lecturers will normally be followed by workshops.
In most cases you will need to complete work for each session. This should be completed, prior to the session, along with independent study in order to enable course progression.
Learning Outcomes
On successful completion of the course successful students should be able to:
1) Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate, evidence based decisions
2) Gather, analyse and present data in a range of oral, written, numerical and graphical forms.
3) Display basic competencies in the use of a range of computer packages and learning resources within the University.
4) Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context, and be able to demonstrate negotiation, mediation, and advocacy and leadership skills.
Skills
On completion of this module successful students should also demonstrate the following generic and professional skills:
• Independent critical and analytical skills
• The ability to apply knowledge and skills in an investigative context
• Team working and communication skills
• Data search and synthesis and written, numerical and graphical presentation skills
• Application of IT skills
• The ability to reflect on learning
This module introduces students to conceptual ideas about how cities can be developed with good planning design principles. The module will foster understanding of issues involved in undertaking a planning and design project. Students will be expected to propose strategies for change over time through a design brief/statement. They will develop an understanding of how cities define a visit for their future and how these are articulated in individual plans and proposals.
Learning Outcomes
1. Evaluate the principles and processes of design for creating places and enhancing the public realm for the benefit of all society. 2. Apply design solutions in the context of the development control processes.
3. Demonstrate an ability in using IT technology in the context of urban design and public presentations. 4. Able to communicate the key features of a design solution to targeted audiences. 5. Display competency in appropriate knowledge acquisition, self-reflection and critical appraisal.
Skills
Townscape, site and design analysis skills. Illustration and presentation skills using computer software.
The Theory and Practice of Spatial Planning Policy module is concerned with the different tiers of planning policy and the plan-making process. There are lecture (ten hours), group project and seminar (running throughout the second semester) components.
Lectures cover the following topics and provide an introduction to the practical project exercise:
Hierarchy of Planning Policy
Information for Local Development Plan-making
Stages in Local Development Plan preparation
Questionnaire Design
Data Analysis
Seminars are intended to support student preparation for the summer work placement.
Learning Outcomes
On completion of this module students will be able to:
1. Demonstrate an understanding of the role of, and variety of approaches to the formulation of planning strategies, plans and programmes.
2. Demonstrate an understanding of the role of planning policy in shaping the built environment and knowledge of the main stages in preparation of statutory land use plans.
3. Exhibit an understanding of the evidence-base and techniques commonly used in the generation of long term spatial strategies and plans.
4. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate, evidence based decisions.
5. Generate integrated and well substantiated responses to spatial planning challenges using original applied research.
6. Explain the principles of equality and equality of opportunity in relation to spatial planning in order to positively promote the involvement of different communities, and evaluate the importance and effectiveness of community engagement in the planning process.
7. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context, and be able to demonstrate negotiation, mediation, advocacy, and leadership skills.
8. Work effectively individually and in a group, displaying initiative and autonomy.
9. Demonstrate professional standards including ethical behaviour and a commitment to lifelong learning and critical reflection.
Skills
Students will also develop the following generic and professional skills:
- Group working;
- Oral and written presentation
- Primary data collection
- Data analysis
- Policy formulation and plan-making
Economics is the starting point for the Social Sciences. Moreover, it comprises a strategically important role in planning theory and practice. However, economic theory is highly contested, for example there is a spectrum of theories from neoclassical (free market) economics (‘the Right’) to heterodox and Marxian inspired theories (‘the Left’). These have different ontological, epistemological and philosophical traditions, presumptions and belief systems and therefore lead to very different policy applications and planning interventions. The key message of this module is that there is no one theory of how we understand the economy. The second point is that the economy significantly shapes and structures the city in terms of the geographies of production and consumption, location of wealth and deprivation, spaces of inclusion and exclusion, stimulation of investment, generation of jobs, processes of regeneration, and spatialities of employment and unemployment. All these issues have a huge impact not only on our livelihoods, they also underpin the quality of our lives and how we function as human beings, communities and global citizens. Again, however, we can understand these issues in different ways according to our theoretical and ideological position: e.g. a ‘Right wing’ perspective on Capitalism, growth, unemployment, the State and planning is very different compared to a ‘Left wing’ view. This module is dedicated to unpacking, exploring and problematising the different ways we can understand the interrelationships between the economy and space, and how these inform planning theory and practice. For example, a key question to explore is the extent to which planning decisions are excessively driven by free market economics. Ultimately, this module is geared towards using this knowledge to encourage students to think critically about what and who the economy is for, who wins, who loses and why, and if, how and indeed should we make the economy and its impacts on cityspaces more equitable and egalitarian.
Learning Outcomes
The intended aims of this module are to:
1. Develop students' extant knowledge and skills, as well as preparing them for subsequent modules;
2. Equip students with skills that are highly relevant to the modern professional workplace;
3. Provide an opportunity for students to apply economic principles to real-life contexts.
At the end of the module students should be able to demonstrate these learning outcomes:
1. Understand and describe different economic theories and apply them to live examples:
2. Recognise and critique key features of capitalism (e.g. entrepreneurship; property development; finance; and regulation and the state);
3. Demonstrate enhanced critical thinking skills;
4. Effectively participate in debates on economy and space;
5. Demonstrate how efficient resource management helps to deliver effective spatial planning;
6. Evaluate different development strategies and the practical application of development finance; assess the implications for generating 'added value' for the community.
Skills
At the end of the module students should be equipped with the following transferable skills:
Intellectual skills
• Analyse, evaluate and interpret economic information;
• Understand how to develop and defend reasoned opinions;
• Develop and demonstrate independent critical thinking.
Employability Skills:
• Communication and presentation skills;
• Independent learning and performance;
• Problem solving and analytical skills;
• Team working and working as part of a group.
The course extends over one semester and is structured to provide students with a comprehensive grasp of the key issues, underpinning the theory and practice of development. It will draw upon enacted legislation, circulars, planning, policy guidance, and good practice guides that govern the procedure and processes of plan making and application determination. This will be followed by ‘hands on’ experience of submitting and assessing planning proposals.
In broad terms, the course deals with a number of discrete, though connected, topic areas. The first area upon which attention is concentrated is the distinction between strategy and tactics in the planning process. Emphasis is placed upon the fact that individual techniques are of a maximum practical use when used within framework of the development management process, which is strategic in both its level of thought and cohesive in its internal structure.
The basic subdivision of the planning process into principles phases – survey, analysis and plan making – is taken as a useful framework for structuring the sequence of lectures and practical exercises presented to the student. Each section deals with an important group of development management and forward planning related topics, for example, there are sections on such topics as Retail Impact Assessment and Environmental Impact Assessment.
Learning Outcomes
1. Gained in depth knowledge of the role of the linkages between forward planning, development control and enforcement.
2. Have come to terms with the core techniques involved in development management.
3. Become aware of the critical importance of the concept of project management and how to manage their time effectively.
4. Have developed the confidence to express ideas and opinions in a public forum.
5. Acknowledge that development decisions have differing impacts on different people, and develop the capacity to identify and explain these impacts so that they can be properly taken into account in planning decision-making.
6. Demonstrate the effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions.
7. Be able to explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision-making structures.
8. Be able to debate the concept of rights and the legal and practical implications of representing these rights in planning decision-making process.
9. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context, and be able to demonstrate negotiation, mediation, advocacy and leadership skills.
10. Distinguish the characteristics of a professional, including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
11. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
Skills
Students will develop skills which will facilitate an understanding of:
1. The political sensitivity of the planners working environment;
2. Value judgement attached to the decision-making processes;
3. Questions of legitmacy and ethics; and
4. Planner's professional standards.
This module will provide the student with the necessary theoretical background to understand the historiography of planning through and practice in the UK throughout the 20th century to the present time. Using key social science theories as a backdrop the student will gain an understanding of the changes that have occurred in history that have implemented not any society but the development of planning theories and ultimately practice.
Learning Outcomes
1. Distinguish between the main theoretical influences on UK Planning thought.
2. Demonstrate a critical understanding of the historiography of theories in British planning.
3. Evaluate the role of theory in understanding society's interaction with planning processes.
4. Reflect on the arguments for and against spatial planning and particular theoretical approaches, and assess what can be learnt from experience of spatial planning in different context and spatial scales.
5. Display an awareness of the political and social context of planning.
6. Explain the political and ethical nature of spatial planning; reflect on how planners work effectively within democratic decision-making structure.
7. Demonstrate awareness of diversity in society and implications for planning practice.
Skills
Successful students should develop the following generic and professional skills:
1. Data search/acquisition via a variety of media;
2. Critical reading, analytical, debating and writing skills;
3. Oral/debating skills through interactive discussion;
4. Presentation skill via oral presentation.
This module is weighted at 20 CAT scores. Climate change is a colossal global, national and local challenge for politicians, policy makers and planners. It raises hugely important questions in terms of how we inhabit the Earth, how we organise our economies, how we use natural resources, how we travel, and how we plan our towns, cities and villages. This module is focused on how we, individually and collectively, can meet these challenges that we currently face, and to explore the political, economic, institutional and attitudinal barriers that impede effective responses to them. While many planning policy documents quote sustainable development and climate change as key objectives, the implementation and operationalisation of these concepts is often open to critique. As potential future planners you must therefore know the theory and practice of sustainable development and climate change and be aware of the areas of contestation. Although the scope of the subject is vast, this module aims to help you develop an understanding of the theoretical, political and policy dimensions of planning for climate change.
Learning Outcomes
On successful completion of the module, you are expected to:
• develop an understanding of the sustainability and climate change discourses;
• be aware of the relationship between planning, sustainable development and climate change;
• explain the contribution that planning can make to the built environment, in particular recognise the implications of climate change;
• evaluate different development strategies and the practical application of development finance, and assess the implications for generating added value to the community be familiar with some local sustainability initiatives;
• develop important elements of your intellectual, conceptual and practical skills base.
Skills
You are also expected to develop generic professional skills, such as the ability to:
• identify and summarise core arguments of scholarly texts and government publications;
• assess the arguments of competing positions and present personal opinion;
• identify additional material (books, articles, reports, website) and assess their quality;
• think critically, creatively and writing reports.
This module is studied by students undertaking a 12-month placement in a planning-related organisation. The placement year provides students with an opportunity to put into practice the knowledge and skills acquired during the first two years of study. It is also a way of gaining practical knowledge and skills of planning in either the public, private or voluntary sectors.
Placement opportunities are provided by a wide variety of employers and the work undertaken by students is often diverse. This module allows students to demonstrate how they have developed their planning knowledge over the 12-month period and how they meet the membership requirements of the Royal Town Planning Institute (RTPI) and the Royal Institute of Chartered Surveyors (RICS).
The Work Placement is an optional component of the BSc/ MPlan programme, which is completed between Level 2 and Level 3. There are three key stages of the Work Placement Programme:
1. Pre-Placement Training and Assessment
Pre-Placement training is incorporated into existing Level 2 modules (EVP2011- Theory and Practice of Development Management and EVP2012- Theory and Practice of Planning Policy). This training will be delivered in the form of weekly seminars throughout Level 2 (Semesters 1 and 2) by planning staff, employers in planning practice and by the QUB Learning Development Service and Careers, Employability and Skills. The sessions will focus on key skills such as interviews, communication, conduct in the workplace, digital working skills, presentation skills, as well as gaining an insight into various professional workplaces. Guidance will also be given during these seminars as to securing placements and opportunities for discussion. Attendance will be taken every week and completion of the pre-placement training is a pre-requisite for employers granting placements to students, as they ensure that adequate training has been provided in preparation for the professional working environment.
Assessment of the pre-placement training forms part of the overall assessment for modules EVP2011 and EVP2012, involving preparation of a CV submission 10% & Reflective Essay 15% (EVP2011) and an individual critical reflection 25% (EVP2012).
2. Work Placement
The Work Placement (EVP2020) runs between Levels 2 and 3 for a period of 40 weeks from September to April. The placement may be paid or unpaid and the onus will be on students to secure their own placement, following the completion of pre-placement training and assessment. Students will be supported in their search for placements via the University’s dedicated Careers, Employability and Skills team. Placements will be advertised via QUB online facility, MyFuture, via email and also through strategic Employer sessions and Work Placement Recruitment Events coordinated by the University.
Placement forms must be completed and submitted by the end of semester 2 in Level 2 for approval by the Head of Discipline and Placement Coordinator. Upon acceptance onto a Placement by the employer, and approval by the Work Placement Coordinator and Programme Director, Students will be entered into a formal agreement with employers on the terms of their placement, and with the university. This ensures that the placement is both meaningful and rewarding for the student and the employer. These forms must be completed and approved before a placement can commence.
Every student on placement will have three academic meetings (September, December and February) and regular contact with planning staff throughout the course of the placement to ensure the smooth running of the placement and that students are receiving adequate experience. This will be aligned with established Personal Tutor links.
3. Post-Placement Assessment
The post-placement assessment will be completed for EVP2020 at the end of the 40-week placement period in April (Semester 2). The assessment approach entails the recording of a detailed placement logbook (50% of overall mark) and reflective essay on professional planning practice (50% of overall mark). The placement module is assessed on a Pass/ Fail basis and the module CATs do not contribute to the final degree classification.
Log Books (50% of overall grade)
Students are required to record three logbook entries over the course of the 40-week placement and will cover the following areas:
1. Description of the nature of professional work/task undertaken;
2. Competency/skill development;
3. Knowledge/understanding gained;
4. Future development of skills/knowledge.
5. Employer Verification
The logbook entries will include the name and type of employer; the nature of the business (e.g. local planning authority, multi-disciplinary practice, specialist semi-state body etc); the student’s role within the organisation; their job description: a summary of the main role and responsibilities, including any line management responsibility; the nature of the work undertaken in the role; and dates and time periods covered.
The three logbook entries will be required at regular intervals (September, December, February) across the placement and will be dated and verified by the employer. The logbook submission will coincide with a meeting between the student, employer and a member of the planning academic staff. Each logbook entry will be circa. 500 words and will be evaluated by planning staff (based on existing Personal Tutor allocations).
Reflective Essay (50% of overall grade)
The second element of the post-placement assessment entails a reflective essay, at the end of the 40-week placement period in April (Semester 2). This article reflects on the experiences gained during the work placement and how it has prepared the student for a career as a professional planner. This reflection is aligned to the learning outcomes of the placement (see below). Students will be asked to reflect on:
• The elements of the placement that they found most interesting/ challenging/ rewarding from the work placement and how this experience has shaped their understanding of planning;
• The ethical dimensions of professional planning practice and the values that practitioners must display while working within democratic decision-making processes;
• How the experience of professional practice has shaped their own self-understanding of the planning profession; and
• The nature of the skills and competencies required by the planning practitioner and how the students has developed these skills in the course of the placement
The logbook and reflective journal assessments are aligned with the criteria established under the RTPI’s Assessment of Professional Competence (APC) Guidance.
Learning Outcomes
Upon completion of the Work Placement and associated assessment, students will be able to:
• Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks, thereby linking planning theory with practice;
• Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision-making structures, balance their decision making between competing interests and facilitate development for the public good;
• Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence-based decisions;
• Recognise the role of communication skills in the planning process and the importance of working in an interdisciplinary context;
• Demonstrate negotiation, mediation, advocacy and leadership skills;
• Distinguish the characteristics of a professional, including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence;
• Develop ideas or case study projects to utilise in their Level 3 Independent Research Projects.
The learning outcomes of the module have been devised to accommodate the variety of organisations in which students are employed and the diversity of work undertaken. They are informed by RTPI guidance on the qualities associated with a professional planner and RICS guidance on the planning and development pathway.
Skills
Through the work placement, students will develop a range of cognitive, practical and transferrable skills and will gain valuable experience of professional planning practice that will involve participation in ‘real life’ planning projects and the further enhancement of their employability. The skills developed through the placement will be carried forward into their final year of study at Level 3. The skills gained through placement are fully informed by RTPI guidance on the qualities associated with a professional planner and RICS guidance on the planning and development pathway.
On completing the programme students should be able to demonstrate the ability to:
Cognitive Skills
• Undertake a critical evaluation of key planning issues and evidence;
• Describe and critically assess the value and limitations of information on a given planning subject;
• Extract, synthesise and communicate information and data
Practical Skills
• Apply quantitative and qualitative skills required for research and practice in a professional planning workplace;
• Demonstrate the ability to apply specialist skills and training associated with planning practice;
• Apply spatial analytical and critical thinking skills;
• Demonstrate the application of problem-solving skills in a workplace environment
Transferrable Skills
• Communicate planning information and evidence by means of well-prepared reports and verbal presentation;
• Use library and other secondary data sources of planning information;
• Plan, organise and prioritise work activities in order to meet deadlines;
• Work independently showing initiative;
• Solve problems and work in interdisciplinary teams ;
• Reflect on and manage own learning and development within the workplace;
• Use existing and new knowledge to enhance personal performance in a workplace environment, evaluate the impact and communicate this process
This module develops students’ capacity to undertake a research project/ dissertation within Environmental Planning. The aim is to encourage students to think about planning issues/problems in a structured and coherent methodological way. To this end students will firstly obtain a solid grounding in the philosophy of research, for example, an engagement with key ontological and epistemological issues in how we view, understand and make sense of the world around us (e.g. objectivism, social constructionism, positivism, realism, interpretivism etc.). The module then moves on to furnish students with key skillsets required in order to understand what a research project/ dissertation entails, in particular the importance of developing an appropriate strategy to analyse a research issue/problem within planning context. Here the emphasis will be placed upon encouraging students to: a) appreciate the role of theory in defining and articulating a robust research question(s) and determining a research issue/problem; b) how it/they drive(s) the research design process; c) understand the philosophical and practical differences between different research methodologies and how to select an apposite methodology; d) how to conduct empirical research and obtain relevant information and data, and how to rigorously interpret and present the findings of research. From this module students will be in a position to make confident choices between quantitative, qualitative and triangulation methodologies, and how to undertake a theoretically informed and methodologically rigorous research project/ dissertation.
Learning Outcomes
By the end of this module students will:
1. Understand key philosophical and research tools that enable them to understand the ‘what exists’ and ‘how do we understand’ questions in the research process;
2. Understand the importance of theory in guiding and structuring the research question(s) and how it/ they drive the research process;
3. Understand the use of these research tools in making appropriate and informed choices between different research design and methodologies;
4. Understand the differences and connections between theory and empiricism in a research project;
5. Be able to analyse and evaluate scholarly work linked to a specific research inquiry;
6. Be able to create a research plan and design appropriate data collection tools;
7. To have the capacity to critically reflect on the validity and reliability of quantitative and qualitative research methods;
8. Have the capacity to manipulate and analyse data using appropriate statistical and IT software;
9. Have appreciated the ethical dimensions to social science research on particular use groups;
10. Understand the role of strategic thinking, policy analysis and presentational skills in the delivery and management of an independent research project.
Skills
At the end of the module students should be equipped with the following transferable skills:
Development plan research; policy analysis and strategic thinking; presentational skills especially linked to technical report writing; numeracy and IT skills; project management skills.
Planning law sets the purpose and scope of land use regulation and determines the rights and responsibilities of all stakeholders involved in the development of land. The legal arena of planning is defined (and continually redefined) by primary and secondary legislation, along with its interpretation by the courts. It is essential that practicing planners understand how the legal system underpins their professional activity and the different ways in which the courts can intervene in land use regulation. This module provides an opportunity to explore this important area by examining key legal terms, the structure of the courts system, principles of case law in key areas of planning activity and the relationships between planning and other aspects of law, such as environmental health. The main focus of the module is the United Kingdom, with particular reference to Northern Ireland.
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks. 2. Demonstrate detailed knowledge of a range of contemporary planning procedures which are located within that legislative context. 3. Understand and apply the principles and procedures of planning and environmental law in case study situations. 4. Display skills of interpretation, synthesis and presentation of complex planning information. 5. Explain the political and ethical nature of spatial planning; reflect on how planners work effectively within democratic decision-making structures. 6. Debate the concept of rights and the legal and practical implications of representing these rights in planning making process. 7. Distinguish the characteristics of a professional including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
Skills
1. Produce a well-presented and clearly argued report on a complex planning issue.
2. Contribute to discussions on complex planning issues, apply reason and negotiation skills, and listen and evaluate the argument of others.
This module will examine four themes relevant to contemporary planning policy and practice. The content will vary each year and will be closely tied to research activity in the school, thus ensuring students are kept abreast of the latest developments in emerging themes in spatial planning. Please contact the Course Director for more detailed information on the themes included in this year's module.
Learning Outcomes
By the end of the module the students should:
1. Be able to think about contemporary planning issues in a critical way;
2. Have particular knowledge of a number of themes pertinent to contemporary planning;
3. Be able to critically analyse and participate in debates on planning, supported by independent reading of key texts;
4. Demonstrate enhanced communication skills through participation in discussions, presentations and class feedback sessions; via written assignments; and through combining verbal and written communication into a single output.
Skills
At the end of the module students should be equipped with the following transferrable skills:
Intellectual Skills
- analyse, evaluate and interpret information
- develop and defend reasoned opinions
- develop and demonstrate independent thinking.
Employability Skills (Practical skills transferable into employment):
- communication: using the written and spoken word (including appropriate use of charts, diagrams, etc)
- information and communication technology: searching and obtaining information; entering and processing data; and presenting information
- improving own learning and performance: demonstrating independence while learning; and reviewing progress and achievements
- problem solving: identifying a problem; exploring options; selecting an appropriate solution; use of appropriate resources; and synthesis, critical analysis, and interpretation of information.
This module consists of a supervised, self-directed research project on a chosen topic to be presented in a written form of 10-12,000 words. The independent research is supported by an intense course in research methods in semester 1 of Level 3 of the BSc Environmental Planning.
The independent project represents an opportunity for students to develop their knowledge and skills in a particular subject of interest within planning. It consists of a piece of research on a topic selected by the student. It is different from all other aspects of the degree in that it is a self-directed piece of work. The module promotes independence of learning and places an emphasis on critical thinking. It is an opportunity for students to demonstrate what they have already learned.
During Level Three students will be engaged with conducting their selected independent research project.
The independent project intends to provide a range of academic and transferrable skills. It seeks to provide students with the opportunity to undertake a piece of independent and original research on a topic of their own choosing and using appropriate literature, data sources and methodologies.
The course aims to:
- consolidate and develop students' knowledge and skills already acquired within the degree programme
- equip students with skills that are highly relevant to the modern professional workplace
-provide a means whereby students' experience the process of knowledge production
-encourage self-sufficiency, ownership and sense of achievement.
Learning Outcomes
1. Describe fundamental theories of social science research methodologies. 2. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate, evidence based decisions. 3. Demonstrate competency in the application of ICT for research (including database searches; data analysis and presentation of findings. 4. Develop and demonstrate critical analytical and problem solving skills. 5. Display and practice enhanced communication skills through written work and oral presentations. 6. Recognise and value the importance of independent learning. 7. Generate integrated and well substantiated responses to spatial planning challenges.
Skills
At the end of the module students should be equipped with the following transferable skills:
Intellectual skills:
- analyse, evaluate and interpret information
- develop and defend reasoned opinions
- develop and demonstrate independent thinking
Employability Skills (Practical skills transferable into employment):
- communication: using the written word (including appropriate use of charts, diagrams, etc and proper use of the English language)
- information and communication technology; searching and obtaining information; entering and processing data; and presenting information
- numeracy: understanding and working with numbers
- improving own learning and performance: demonstrating independence while learning; and reviewing progress and achievements
- project management: identifying and unravelling a research issue; applying appropriate resources; interpretation and synthesis of information.
This module consists of a 5 day field study to a European City during which time students will study a range of planning and development issues and consider the differing impact of culture and political context on the practice of spatial planning.
This module will be comprised of: group and individual tasks for completion (before during and after the visit).
Students will have opportunities to study an aspect of the city before they depart to gather field data and to present findings on a research theme which they have developed whilst on the field course.
Learning Outcomes
1. Gather insights derived from studying the practice of spatial planning in different socio-economic, cultural, legal and political contexts.
2. Appreciate alternative planning strategies and ideologies other than those promoted in the UK and Ireland.
3. Secure a detailed understanding of the planning issues and responses experienced in a major European city.
4. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate, evidence based decisions.
5. Reflect on the arguments for and against spatial planning and particular theoretical approaches, and assess what can be learnt from experience of spatial planning in different context and spatial scales.
Skills
At the end of the module students should also be equipped with the following transferable skills:
Intellectual skills:
• Analyse, evaluate and interpret information;
• Develop and defend reasoned opinions;
• Develop and demonstrate independent thinking.
Employability Skills (practical skills transferable into employment):
• Communication: using the written and spoken word (including appropriate use of charts, diagrams, etc.);
• Information and communication technology: searching and obtaining information; entering and processing data; and presenting information;
• Improving own learning and performance: demonstrating independence while learning; and reviewing progress and achievements;
• Problem solving: identifying a problem; exploring options; selecting an appropriate solution; use of appropriate resources; and synthesis, critical analysis, and interpretation of information;
• Team working: working as part of a group and achieving positive results;
• Independent research, field study, logistical and project self-management skills.
The module provides the level 3 design stream for planning students. It engages with the realisation that the environment is very vulnerable and that human impact is usually lasting and often damaging. Students will engage with the ways in which architects, planners and engineers have a significant role to play. But professional voluntary and governmental effective conservation depends on the active involvement of a wide range of organisations. The module identifies and assesses the contribution of all these, within a historical and environmental context, a policy framework and a focus on the practicalities of conservation practice.
Learning Outcomes
1. Evaluate the principles and processes of design for creating high quality places and enhancing the public realm for the benefit of all in society.
2. Understand the key issues related to the current administrative sturcture and the legislative basis of EU, UK and NI conservation system.
3. Interpret conservation questions and demonstrate well -informed and independent responses to them
4. Produce well-presented and clarly argued essays on conservation policies and practice.
5. Show evidence of comprehensive, relevant and topical reading on conservation and related issues.
6. Analyse Policy, with particular reference to conservation policy.
7. Demonstrate visual and verbal literacy in relation to heritage issues.
8. Distinguish the characteristics of a professional including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
Skills
On the completion of the module, students will be able to:
1. Describe the current administrative structure and legislative basis of the GB and NI conservation systems.
2. Analyse the effectiveness of conservation policy formulation and implementation.
3. Produce well-presented and clearly-argued examination responses to questions about conservation policies and practice.
4. Contribute effectively to discussion on conservation issues.
5. Integrate knowledge of and appreciation for traditional built environments into forthcoming place-based projects on townscape analysis and urban design.
The purpose of this module is to provide students with an insight to problematics facing infrastructure provision at the global, national and local levels and how the transportation and planning profession can contribute to the formulation of sustainable remedies.
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks. 2. Generate integrated and well substantiated responses to spatial planning challenges in the context of infrastructure planning. 3. Demonstrate how efficient resource management helps to deliver effective spatial planning. 4. Develop an understanding of the role of spatial planning in the provision of infrastructure. 5. Realise the necessity for spatial co-ordination in the development of the built environment and the value of inter-professional working. 6. Gain in depth knowledge of the role of the policy context and legislative frameworks impacting upon infrastructure development.
7. Explain the contribution that planning can make to the built and natural environment, in particular recognise the implications of climate change.
8. Come to terms with the core challenges facing infrastructure provision.
9. Demonstrate understanding of the process of providing essential infrastructure and its planning and environmental implications.
Skills
1. To be able to source and interpret planning legislation on major infrastructure developments. 2. To be able to contribute to legislative development, policy formulation and policy analysis on matters relating to renewable energy, waster managements and transport. 3. To be able to conceptualise and respond to development proposals for renewable energy, waste management and transport.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H4H4/H3H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics
Access Course
Successful completion of Access Course with an average of 65%. GCSE Mathematics grade C/4 or equivalent in Access Course.
International Baccalaureate Diploma
32 points overall, including 6,5,5 at Higher Level + if not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades DDD + GCSE Mathematics grade C/4
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades DDD + GCSE Mathematics grade C/4
Graduate
A minimum of a 2:2 Honours Degree + GCSE Mathematics grade C/4
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For last year’s intake, applicants for this BSc programme offering A-level/BTEC Level 3 qualifications must have had, or be able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics). Performance in any AS or A-level examinations already completed would also have been taken into account and the Selector checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat candidates is set in terms of three A-levels and may be one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
Applicants offering other qualifications, such as Higher National Certificates and Diplomas, will also be considered.
For applicants offering a HNC, the current requirements are successful completion of the HNC with 1 Distinction and remainder Merits. For those offering a Higher National Diploma, some flexibility may be allowed in terms of GCSE profile but, to be eligible for an offer, at least one of the units completed in the first year of the HND must be at Merit level and the remainder Passes. The current entrance requirements are successful completion of the HND with Merits in all units assessed in the final year. Any consideration would be for Stage 1 entry only. A minimum of grade C/4 is required in GCSE Mathematics.
The information provided in the personal statement section and the academic reference together with predicted grades are noted however, these are not the final deciding factors as to whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Candidates are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Although the majority of our graduates pursue careers in planning, the knowledge and skills developed also enable them to develop careers in a wide range of other sectors both in the UK and abroad. Recently, for example, graduates have found employment in China, the USA and New Zealand.
Career sectors that have attracted our graduates in recent years include planning authorities (Northern Ireland, Great Britain and the Republic of Ireland), private planning practice, management, design consultants, housing authorities, health trusts, conservation and environmental organisations, teaching (particularly geography), countryside stewardship, software development and various graduate programmes.
This degree is closely aligned to the requirements of the planning sector and draws on practitioners as guest lecturers. We regularly consult with employers, and links are further enhanced through formal partnership meetings with the bodies that accredit our courses (RICS and RTPI).
We have developed strong relationships with, for example, the Northern Ireland Housing Executive, the Planning Division of the Department and Belfast City Council, and draw on such experts in the design of the degree.
Many of our graduates go on to one of our two Masters programmes to complete their RTPI accreditation, or other postgraduate training, including PhD study; see the School website for further information.
Employment Links
As well as including employers in our teaching and development of projects we value the input of practitioners on our examination panels. Our employer links are further enhanced through formal partnership meetings with our accreditation bodies (RICS and RTPI) and by providing student prizes, for example, for the best independent research project. Therefore, course development is closely aligned to the requirements of the planning sector.
Employers are often also consulted by students in the development of the independent research project.
As part of the support activities embedded in the degree, employers contribute to regular careers events.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
The major additional course costs associated with the Planning, Environment and Development degree programme concern field trips. In year 3 students are taken on an international field trip which in the past has involved Barcelona, Krakow and Berlin. Students are responsible for funding travel, accommodation and subsistence costs and also entrance fees to the various venues visited costs range from £400 - £500. In addition, there are a number of local day, overnight and weekend trips across the degree programme. For these trips students are responsible for funding subsistence costs.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
