The purpose of this module, Landscape Architecture Design Studio III, is to build on the learning of Landscape Architecture Design Studios I and II and enable students to further advance their skill, expertise and experience 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." -"Knowledge of, and the skill to apply, the techniques of inventory and assessment of landscapes and sites, the use of Geographic Information Systems, and the use of computers in design and planning process." -"Knowledge of the materials and the techniques employed in the implementation of plans: the grading and modelling of ground form, the drainage and catchment of water, the construction of roads, pavements, walls, bridges, ponds and water courses etc....Further the knowledge of the rules of alignment and construction of highways, (rail)roads and other infrastructure."

The following is indicative of the content of the module. Building on the core skills developed through Landscape Architecture Design Studio I and II, the context in which this module operates expands significantly the extent of the territory with which the students engage with through design. Specifically, this involves in-depth interrogation and analysis of the infrastructures that inform the evolution and management of the selected territory (from physical infrastructures, to policy and legislative infrastructures, to economic and social infrastructures, and so on) as well as the diversity of landscape typologies that make up that territory. As a way to question and critique this analysis, the module requires students to respond to the complexity of the context and its landscape issues through design proposals of appropriate scale that cohere across scales from the intimate to the territorial. This step in complexity of the module requires the student to synthesize their learning from the modules including that of professional practice, digital visual representation, climate change, and theory.

On successful completion of this module, students will be able to: Assess, using two-and three-dimensional visual means, the relative impact of infrastructural forces (physical, social, legislative, etc.) acting on a territory. Integrate analytical findings about specific aspects of landscape at a territorial scale into the preparation of design proposals experienced at the scale of an individual person. Evaluate their own design proposal through testing it rigorously via three-dimensional drawing and modelling at a range of scales.

On successful completion of this module, students will be able to: Practice presenting analytical and design work to external stakeholders in the territory from a range of disciplines engaged in decision-making about the territory under consideration.

On successful completion of this module, students will be able to: Refine their skills in the development of visual exhibitions of work produced during the module.

The module is taught using the physical and conceptual space of the design studio, with the learning environment challenges students to engage with critical and contemporary issues at an expansive scale. Recent development in the subject is included by setting the task and territory of the module to be critical in terms of contemporary 'problems' with regard to landscape now and/or in the future, so the responses of students must engage the forefront of knowledge in order to be relevant, instructive and useful. Students taking the module develop attributes in CURIOSITY as the module demands they approach the content with inquisitiveness and with a critical stance in order to be in a position to propose imaginative futures for the territory being considered. Students are encouraged to be flexible and adaptive through the experience of the module as their 'discoveries' on and through the territory under consideration foster their AGILITY to respond in ways that are empathetic to the people for whom the region is home, and in ways that emerge from their understanding of ethics and their RESPONSIBILITY as informed practitioners as the long-term sustainability of the landscape(s) in question must be to the forefront of the designs they propose.