The purpose of this module Landscape Architecture Design Studio II is to build on the learning of Landscape Architecture Design Studio I and extend the students' progression in advancing their experience and skill in the core knowledge and processes of designing with and in landscape. For students of Landscape Architecture, this module addresses the following required 'areas of knowledge and skill' as set out in Appendix 1 of the Addenda to the International Federation of Landscape Architects IFLA/UNESCO Charter for Landscape Architectural Education when implemented in the European Region: -"The development of a creative talent, of a sensibility to form, colour and texture; an ability to generate concepts in space and time; to evoke, project and transfer images." -"The ability to fit new development into an existing environment within the scope of comprehensive regional planning with an emphasis on visual and ecological requirements and potentials." -"The development of the skills of communication, negotiation and presentation." -"Planting plans, the handling of nursery stock, planting schedules."

The following is indicative of the content of the module. This module, Landscape Architecture Design Studio II, builds directly on the learning of Landscape Architecture Design Studio I, as well as advancing the complexity expected in terms of students' design processes and proposals acting as a synthesis of their learning from the other core modules in the first and this second semester of the programme - ecology, history, theory, and representation. While the emphasis of Studio I was on building capacity in describing, analysing and appraising the existing conditions and materials of a given site, in this module students' design proposals investigate in substantive further depth, the living materials of their proposals, as well as the inert, with students demonstrating how landscape design entails the transformation of living systems. To structure the advancing of design capacities through this module, three main areas of focus will be emphasised. The first, a focus on time and its relationship with materials of the design proposal, including interactions with weather. The second, a focus on the spatial configurations of these materials in relation to the embodied experience of the human occupiers and users of the landscape proposals being developed. The third, a focus on scale, working across all scales from the vast to the minute.

On successful completion of this module, students will be able to: Illustrate the systems operating across a given, or self-chosen, site. Analyse, through two- and three-dimensional visual means, the forces and impacts on a given, or self-chosen, site. Relate, in a synthetic manner, each scale of the site analysis and design proposal to one another. Synthesise theoretical inputs and historical, ecological and material studies of the given or chosen site to develop a coherent design strategy that operates across scales from strategy to detail. Critically evaluate one's own analytical and design proposals.

On successful completion of this module, students will be able to: Participate in peer-to-peer evaluation of work produced through the module. Listen to a range of inputs and responses to one's work on the module, from class members, teaching faculty, and guest critics. Embrace the non-linear nature of the design process.

On successful completion of this module, students will be able to: Organise a coherent exhibition of studio module work at interim and final pin-up reviews.

The module is taught in the physical space of the design studio, with substantive time spent also in the field on site. The learning environment is one where students work side-by-side, individually and in small groups, collaborating and supporting one another's investigations and propositions. Recent developments are included by setting sites and project briefs that engage real-world issues in landscape, ensuring that students are abreast of the contemporary challenges that must be addressed by professionals in the discipline. Students taking the module are encouraged to be innovative in their proposals, thus fostering COURAGEOUSNESS as well as AGILITY as they adapt their work to engage with the intricacies and contingencies of dynamic systems of time and weather, critical to best practice in the discipline. Students develop their CURIOUSITY through synthesising their growing knowledge-bases and techniques in the discipline to address the given problems in imaginative ways. Students develop empathy by considering the lived and embodied experience of the people who will occupy, use and transform the proposals they design.