The purpose of this module is to focus on working with landscapes that are predominantly formed by or impacted by water systems. The focus of this module is particularly urgent in the context of the decreasing health and the increasing dynamism of water bodies and water systems worldwide due to climate change in the Anthropocene, for example increased instances flooding, intensified storms, accelerated erosion, more frequent drought, and the precipitous degradation of habitats in rivers, lakes and seas. 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: -"Ecology: Knowledge of the physical and biotic basis of natural systems and the ability to appraise their existing and potential value; both for protection and development: finding design and planning potentials." -"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." -"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...ponds and water courses etc. Also land reclamation and drainage."

The following is indicative of the content of the module. This module will develop design competencies in working with current and forecasted trends regarding blue infrastructures in the context of an unpredictable climate. The module will work towards developing knowledge and skills on how to engage with aquatic systems on a range of spatial and temporal scales. Students will critically examine a range of design-oriented strategies through a deep understanding of hydrological processes. The module will explore the range of natural and artificial water systems in Ireland such as rivers, lakes, coasts, peatlands, estuaries, wetlands, reservoirs, canals, dams etc. and will consider how these are integrated into extended systems that can be natural (watersheds) or artificial (subterranean infrastructure). The module will explore design strategies to seasonal and unpredictable events in the form of case studies that mitigate different threats to aquatic environments and increase habitat potential. Through the design process, the module will require students to work with hydrological processes, rather than against them, and will engage long-term climate predictions as context to the real-world sites and projects.

On successful completion of this module, students will be able to: Identify the range and role of natural and artificial water systems in Ireland. Recognize the dynamics of different hydrological processes. Critique design strategies in terms of how they work with or work against hydrological processes. Critically evaluate the design consequences of escalating threats associated with climate change on urban and rural communities and its impacts on water systems.

On successful completion of this module, students will be able to: Display professional commitment to ethical practice with regard to ways in which landscape architecture can engage with national planning policy in relation to long-term climate projections.

On successful completion of this module, students will be able to: Design proposals with long-term strategies that engage the dynamics of water in ways that enable human and non-human ecologies to co-exist and flourish.

The module is taught through lectures, seminars, workshops and field-visits both in the studio and outdoors. The learning environment is that of the design studio, with work developed and presented through drawings and models. Students develop their CURIOUSITY as they are engaging with the challenge-driven nature of dynamic landscapes in flux due to their fluid materialities and due to the pressures of accelerated climate change. Students engage in COURAGEOUS thinking and propositions as they develop proposals that engage with time considering the short, medium and long-term future of climate predictions. Their own resilience develops as they work to design landscapes with water that are resilient to the future unpredictability of climate challenges. Students become RESPONSIBLE as they engage with local communities, urban and rural, that find their homeplaces under significant pressure from the dynamics of water, and students learn to engage ethically and professionally in their relations with people of these places.