Programme Specification
Specification
Programme
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the University of Sheffield
Sheffield
The
1
Programme Title
Urban Studies and Planning
2
Programme Code
TRPU104 (BA); TRPU105 (MPlan)
3
JACS Code
K440
4
Level of Study
Undergraduate
5a
Final Qualification
Master of Planning (MPlan)
5b
QAA FHEQ Level
Masters
6a
Intermediate Qualifications
Bachelor of Arts with Honours (BA Hons)
6b
QAA FHEQ Level
Honours
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
Urban Studies and Planning
10
Other Departments involved in
teaching the programme
None
11
Mode of Attendance
Full-time
12
Duration of the Programme
4 years
13
Accrediting Professional or Statutory
Body
Royal Town Planning Institute
14
Date of production/revision
April 2016
15. Background to the programme and subject area
The MPlan in Urban Studies and Planning is a professionally accredited undergraduate Masters programme in
town and regional planning. Successful completion of the degree allows the graduate professional level entry
into a career in town planning or a related area within both the public and private sectors.
The programme has been carefully designed to enable students to acquire both general and specialised
knowledge of urban and planning issues and to develop in students the planning-related and generic skills to
analyse complex issues, devise creative and effective solutions to problems, communicate ideas effectively and
take action to put ideas into practice. Students are able to study specific areas of planning and planning-related
policy and practice and to develop in-depth knowledge of these areas. Particular emphasis is placed on
fostering independent critical thinking and research-led learning based on key transferable skills in information
literacy and problem solving in order to maintain the Department’s reputation as a centre for excellent in
planning teaching and research. The research standing of the department is extremely high and all academic
staff are actively involved in research for a wide range of organisations ranging from international, national and
local government to community groups and voluntary sector organisations. Teaching on this programme draws
on this research, whilst also instilling in students the ability to carry out research in the field of planning.
The programme includes field visits and project work and the opportunity to study abroad in the USA, Australia
and in Europe. There is a range of types of assessment used, including group work, and coursework
assessment predominates over formal examinations. All of the key knowledge and skills sets of planning
education are covered in a structured approach that builds throughout the four years of the course.
Graduates achieving the MPlan are in high demand and there are excellent prospects for employment in local
authority planning departments or in private planning consultancies. Many other careers are also open to
graduates.
Further information on the programme and on employment prospects may be obtained from the department web
site at www.shef.ac.uk/usp.
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16.
Programme aims
The aims of the MPlan in Urban Studies and Planning reflect the overall teaching and learning aims of the
Department of Town and Regional Planning which are:
1. To undertake teaching informed by research in order to provide a stimulating culture of learning, enthusiasm
for the subject and opportunities for students to develop research skills.
2. To educate able and well-motivated students from a wide range of backgrounds.
3. To support students in developing intellectual curiosity, critical thinking and independent judgement.
4. To prepare students for professional planning practice by offering a programme which meets accreditation
requirements and which provides teaching informed by professional experience.
5. To maximise student employability by progressively developing competencies in a wide range of
transferable and professional skills.
6. To instil an appreciation of the diversity of cultures and values in society and develop a commitment to selfimprovement and the development of life skills.
7. To emphasise informed applicant choice and equal opportunities in the admission process.
8. To provide a supportive environment for students and to involve them in quality assurance.
17.
Programme learning outcomes
Knowledge and understanding:
K1
Sound theoretical and contextual knowledge of the nature, purpose and methods of planning.
K2
The legal, policy and institutional frameworks within which planning and development occurs.
K3
The histories, philosophies, and theories of planning, and of development.
K4
Theories relating to the natural, social, economic, developmental and political environments.
K5
Theories and principles relating to the design of urban environments.
K6
Theories relating to urban, metropolitan, rural and regional development, and to their contexts and
processes.
K7
The UK and EU context and their particular challenges.
K8
Understanding of key areas of development in the UK, including local economic development, transport,
community planning, urban restructuring and the development of settlements.
K9
Knowledge of one or more specialised areas of planning, consistent with the research specialisms of the
Department: urban regeneration; planning theory and practice; or, information management.
K10
The moral and ethical dimensions of acting in the public domain.
K11
Understanding of the importance of promoting efficiency in resource use and an orientation towards
sustainable development.
Skills and other attributes:
S1
The ability to link and synthesise areas of knowledge, values and skills within a development framework,
including the ability to integrate understanding of development issues and processes.
S2
The ability to apply theoretical and practical knowledge, skills and values to the design, management and
implementation of planning interventions, to bring about positive change and societal benefits within
human settlements.
S3
The ability to prepare plans and formulate policies with a spatial orientation at different scales and to link
knowledge and values to spatial plans and policies.
S4
The ability to apply knowledge of political, economic, policy and institutional contexts, and of planning
legislation and procedures.
S5
The ability to undertake planning with an appreciation of aesthetic dimensions, and a sensitivity to the
links between human settlements and the natural environment.
S6
The ability to interpret and apply plans to ongoing decision-making and problem-solving.
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S7
The ability to think creatively and holistically, including an awareness of the key sectors around which
integration of understanding needs to occur, such as infrastructure, services, environment or economy.
S8
The ability to undertake effective academic research, to develop critical thinking and problem solving
abilities, including: understanding of appropriate methodologies for different research requirements; the
ability to collect, analyse, organise and evaluate information; and, the ability to apply the knowledge
generated to planning problems in a creative way.
S9
The ability to apply the skills necessary for managing planning and development processes in the public
and private sectors, including negotiation, facilitation and mediation skills and self-management skills.
S10
The ability to use information and communication technologies to assist in the research and planning
processes.
S11
The ability to apply moral and ethical criteria in planning practice and respect for professional planning
ethics.
S12
A people-centred approach to planning, including an orientation towards social justice and equal
opportunity and an appreciation of the diversity of cultures and views.
S13
The ability to communicate effectively verbally, graphically and by electronic means.
S14
The ability to relate to and work with different people and to work in teams and individually, including
participatory and collaborative forms of planning.
18.
Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
A variety of teaching and learning methods is employed to support students’ achievement of the learning
outcomes. There is a clear and conscious development of teaching and learning over the four years of study to
add value to the student’s learning experience. At Level 1 there is an emphasis on providing a foundation of
basic knowledge about processes of social, environmental and economic change. Level 1 includes a range of
teaching methods, including seminars, workshops and independent problem solving in addition to lectures and
examinations. At Levels 2 and 3 there is increased emphasis on small group teaching, seminars and project
work in order to foster deeper understanding of issues, enhance research skills and give experience of
collaborative working practices. Level 2 is primarily concerned with building on the foundation year to focus and
develop the skills and knowledge base for planning, covering core skills in spatial analysis (GIS), urban design,
as well as conceptual understanding of urban theory, social research methods and place-making. Level 3 is
intended to consolidate the skills and knowledge base. It is based around core modules related to the theory
and practice of planning (development planning, development control and values). There is the opportunity for
students to develop their specialised study through the 40 credit dissertation.
At Level 4 the focus shifts to policy prescription and professional practice, largely through the major Local Action
Planning Project and specialised study options.
More generally, the following teaching and learning methods are employed, which relate particularly to the
specific learning outcomes as indicated, but which will also contribute to the development of other learning
outcomes.

Lectures are used to impart fundamental knowledge. They provide the foundation on which more reflective
teaching and learning is built up through seminars and self-directed study. They contribute primarily to the
development of knowledge (K1-K11).

Seminars always accompany lectures. They provide the forum in which the ideas, concepts and knowledge
introduced in the lectures are discussed and examined, deepening the student’s understanding of a topic
(K1-K11) and allowing the student to develop their communication and collaborative skills (S13 and S14).

Projects allow the student to work collaboratively to examine an issue in depth (K1-K11), often incorporating
fieldwork in which the student is brought into contact with practitioners or members of the public, and
requiring data collection (S7) or the synthesis of knowledge from different parts of the curriculum (S1, S7
and S12). In addition, projects encourage the student to develop research skills and to improve their group
working and presentation skills (S10, S13 and S14).

Workshops are built into the programme. These offer tutor-guided focused work on a specific topic where
the student’s participation is a key part of the process (K8- K11, S1-S3, S5 and S6).

Group Work forms an important part of the teaching and learning experience for students (S3). However,
the programme is carefully designed to allow students extensive experience of working in teams while at the
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same time ensuring the majority of assessment is individually-based and placing clear limits on the extent to
which students are assessed collectively.

Individual research is employed in teaching to aid the student to deepen their knowledge of a particular area
of planning (K9) and to improve their research skills and self-management skills (S8 -S10).

Specialised studies are key to the programme. They are taught in small groups and enhance the student’s
knowledge of planning by the acquisition of deeper understanding of planning issues in which the
department has an international reputation for research (K9).
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
There is a progressive development of assessment methods and criteria to reflect the developmental attributes
of the teaching described above.
At Level 1 there is an emphasis on formal examinations to impart and assess basic knowledge supplemented
by regular formative and summative essay writing designed to foster critical thinking, information literacy and
ensure that students are realising their potential. Students are given feedback during the course of teaching to
inform them about their progress in advance of any examination. A key element of Level 1 is to encourage the
high standards of work and approach that will be expected throughout the course.
At Levels 2 and 3 there is increased emphasis on coursework and project work in order to foster deeper
understanding of issues, enhance research skills and give experience of collaborative working practices.
Assessed coursework may take a variety of forms, but may include essays, reports, posters, financial
appraisals and computer-based analyses and presentations. Level 3 concludes with an individual
dissertation in which the student’s research, analysis and problem solving skills are further developed. In order
to progress to Level 4, a student normally must achieve at least an equivalent to a lower second class
undergraduate degree.
At Level 4 the focus shifts to policy prescription and professional working. Central to this is the major Local
Action Planning Project which fosters multi-specialist collaborative working leading to an individual report.
Specialised study options also deepen students’ specialist knowledge of planning and engage them with the
practice of planning. They are assessed by a variety of coursework methods such as presentations, reports and
essays. In order to qualify for award of the MPlan, a student normally must achieve the equivalent of at least a
lower second class standard over Levels 2, 3 and 4.
19.
Reference points
The learning outcomes have been developed to reflect the following points of reference:
From external professional and academic institutions:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmarkstatements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
The Learning Outcomes contained in the Royal Town Planning Institute Policy Statement on Initial Planning
Education, 2012;
From within the Department’s internal processes and procedures:
The Department of Urban Studies and Planning’s Statement of Educational Philosophy 2016;
Past reports from external examiners, RTPI Accreditation Boards and undergraduate Year Tutors;
The Department’s external Liaison Committee consisting of professional planners, planning academics, staff
and students and the RTPI Dialogue Member for the Department.
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20.
Programme structure and regulations
The programme structure is modular and in each year students study modules worth a total of 120 credits per
Level.
The first year (Level 1) is an introductory year consisting of 100 credits of core (compulsory) modules and an
unrestricted choice of option modules to the value of 20 credits. Students are guided in this choice as this is the
first step on their specialised study route through the programme.
The second year (Level 2) introduces more conceptual and theoretical aspects of town planning and consists of
120 credits of core modules. At the end of the second year, the successful student will progress to Level 3,
assuming that 100 or 110 credits have been passed at Level 2.
In the third year (Level 3) students focus on the interaction of planning policy and practice with the concepts
they have encountered in the programme. There is a greater emphasis on specialised study to facilitate this
process. Core modules account for all 120 credits, including a 40 credit Dissertation that allows students to
develop their specialist interest and demonstrate their information literacy and problem-based learning skills.
At the end of the third year, students achieving a weighted mean grade of 49.5 at Level 3 may continue to the
fourth year. Students opting to complete their studies at this point, or those that do not achieve this weighted
mean grade, may be eligible to graduate with a BA (Hons) Urban Studies and Planning.
The fourth year (Level 4), more than the first three years, focuses on professional issues and further develops
students’ specialised knowledge. Only 60 credits are taken up by core modules while 60 credits are allocated to
specialised study. At the end of the fourth year, a student attaining a weighted mean grade of 49.5 will be
entitled to graduate with a degree of MPlan Urban Studies and Planning.
During the programme, students are also required to undertake two periods of work experience in a planning
office, one in the summer vacation between the second and third years and one in the Easter vacation of the
third year. Students are also offered the opportunity to spend the whole of the second year as a study abroad
student in the USA, Australia, or another approved Study Abroad university. The modules taken there are
carefully selected to be equivalent to those in the second year of the programme so that the student may
resume their studies in the third year on their return. These arrangements are approved by the Royal Town
Planning Institute.
Students registered for the MPlan Urban Studies and Planning programme may, up to the end of their second
year, apply to transfer to the BA (Hons) Urban Studies. For further information on the BA (Hons) Urban Studies,
please refer to the separate specifications.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21.
Student development over the course of study
Level 1: Students are introduced to basic ideas and knowledge about development and planning.
A key aim of Level 1 is to allow new students to develop a strong knowledge base covering the basic planningrelated contextual knowledge areas, which then will serve as a foundation on which the more advanced parts of
the programme are developed. The programme structure ensures a progressive development of knowledge
from TRP131 in the Autumn semester through to TRP133 in the Spring semester, including early introduction to
the basics of the UK town planning system.
Study skills are an important focus at Level 1 and are delivered through TRP108 (Information and
Communication Skills for Planning). TRP108 also opens up research issues and wider debate about the activity
of planning (such as why we do research, types of research methods, who does research, etc.). It also covers
basic ICT skills (Powerpoint, Spreadsheets) and works closely with the student’s PDP. TRP132 (Planning
Project) introduces students to urban analysis and design considerations.
In addition a teamwork project is included in this module. The project encourages students to synthesise the
material learned during the year, develop their group working skills, and interact with their fellow students.
Foundation level introductions to environmental concerns, land economics and quantitative methods are
covered through 10 credit modules.
The 20-credit unrestricted module choice is important in allowing students to broaden their knowledge. For
example, language skills gained at school may be taken further, or political or sociological knowledge enhanced.
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Students are given guidance in Intro Week, when choosing their modules for the year, on how to plan the
progressive development of their specialised study throughout their programme.
At the end of Level 1 the successful student will have a thorough basic grounding in urbanisation and planning
processes, will have an appreciation of environmental issues, will have enhanced research skills and will have
experience of computing, team working and project work.
Level 2: Intellectual ideas that relate to development and planning are studied in depth.
Level 2 builds on the general foundation of Level 1 to develop a focused approach to the skills and knowledge
base for planning. Key skills sets are covered in TRP216 (Spatial Analysis) which includes GIS, and the module
on Urban Design and Place-Making. The knowledge base is extended through conceptual modules on social
theory (TRP234), and place and policy (TRP217), which includes an introduction to transport planning. The 20credit integrated project (TRP235 The Development Process) brings the various skills and knowledge strands of
Level 2 together in a practical project. Team working, Information Literacy and critical thinking are developed in
Level 2 as part of the learning, teaching and assessment strategy across all modules. A European Urban Field
Class (TRP215) helps to build a common sense of purpose and provides the opportunity to apply key skills in a
field research context.
At the end of Level 2 the successful student will have developed conceptual and theoretical understanding of
planning issues, will have further developed their knowledge of planning practice, will have enhanced planning
research skills, and will have deepened their specialised planning knowledge. Students will undertake a period
of forward planning work experience in a local planning authority in the Summer vacation prior to beginning their
third year, during which they will undertake work which will be assessed as part of TRP331 Development
Planning in the first semester of their third year.
Level 3: Provides students with opportunities to examine the interplay between intellectual concepts
and ideas and the practice of planning.
At Level 3 students will continue to develop their planning knowledge through modules which illustrate how
concepts and theories are applied to real planning problems and practices (TRP326 Values, Theory and Ethics
in Spatial Planning) and modules which further students’ knowledge of the planning process (TRP331
Development Planning, TRP323 Planning Law and Development Control and TRP333 (Environmental Policy
and Governance), Specialised knowledge is further developed through a 40-credit research module TRP340
Dissertation in Urban Studies and Planning, which allows students to build on earlier specialised study and
further add to their research skills by examining a particular topic in greater depth in an individual study. In the
Easter vacation students will gain development control work experience through a placement with a local
planning authority or a private practice. This will link with and complement TRP323 Planning Law and
Development Control.
At the end of Level 3 the successful student will be able to apply conceptual and theoretical understanding to
real planning issues, will have further developed their knowledge of planning practice, will have enhanced their
planning research skills, and will have deepened their specialised planning knowledge. Provided a satisfactory
standard is achieved at Level 3 (see 20 above), the student may then continue to Level 4 of the MPlan Urban
Studies and Planning.
Level 4: Advances the professional expertise of the student through theoretically informed planning
activities and problem solving.
Level 4 is the ‘professional year’. Specialised study is developed through TRP449 (Local Action Planning
Project), which also enhances students’ problem analysis and prescriptive skills through the writing of a
professional-standard report on a planning issue in a local area of Sheffield and TRP450 (Critical Perspectives
on Planning Practices) which seeks to develop critical perspectives on how contemporary planning operates.
The Spring semester consists of a series of specialised study options. Students choose four 15-credit modules
in consultation with a member of staff. At the end of the fourth year the successful student will be able to
combine understanding of planning issues and practice, conceptual and creative thinking, subject-specific and
generic skills and specialised planning knowledge to analyse planning problems, research the issues and
develop appropriate and feasible solutions. Areas of Knowledge and Understanding particularly developed in 4th
year therefore include knowledge of specialised areas of planning linked to current research in the department
(K9), and there is further enhancement of a range of Skills and Other Attributes including application of
knowledge to planning interventions (S2), the management of planning processes (S9) and participatory and
collaborative working (S14).
Upon completion of the year, provided a satisfactory standard is attained (see 20 above), a successful student
will be awarded the degree of MPlan Urban Studies and Planning.
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22.
Criteria for admission to the programme
All applications are treated individually but the normal entry requirement for admission to the programme is
three ‘A’ Levels at grades BBC or the equivalent in other qualifications. In addition, GCSE grade C is required in
Mathematics and English Language. No specific subjects are required at ‘A’ Level or equivalent, but it is often
advantageous for applicants to have some background in a social science subject such as geography,
economics, politics, sociology or business studies.
The Department is committed to a policy of equality of opportunity in the application process and wishes to
ensure a diversity of students on its programmes. It therefore particularly welcomes applications from people
from non-standard academic backgrounds, from people with relevant employment experience, from minority
ethnic students, from women, from mature students and from disabled students.
Detailed information regarding admission to the programme is available in the undergraduate brochure for the
department, which is available on-line at www.shef.ac.uk/usp
Further information about admission to the University may be obtained from the University’s On-Line Prospectus
at http://www.shef.ac.uk/prospective/.
23.
Additional information
The programme is fully accredited by the Royal Town Planning Institute.
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at www.shef.ac.uk/ssid.
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