Studio teaching in Australian planning curriculum

Planning studio pedagogy has long been a part of planning education and has recently re-emerged as a topic of investigation. Scholarship has: 1) critically examined the fluctuating popularity of studio teaching and the changing role of studio teaching in contemporary planning curricula in the USA and New Zealand; 2) challenged conceptualizations of the traditional studio and considered how emerging strategies for blended and online learning, and ‘real world engagement’ are producing new modes of studio delivery; 3) considered the benefits and outcomes of studio teaching, and; 4) provided recommendations for teaching practice by critically analysing studio experiences in different contexts (Aitken-Rose & Dixon, 2009; Balassiano, 2011; Balassiano & West, 2012; Balsas, 2012; Dandekar, 2009; Heumann & Wetmore, 1984; Higgins, Thomas & Hollander, 2010; Lang, 1983; Long, 2012; Németh & Long, 2012; Winkler, 2013). Twenty-three universities in Australia offer accredited planning degrees, yet data about the use of studio teaching in planning programs are limited. How, when and why are studio pedagogies used? If it is not a part of the curriculum – why?, and has this had any impact on student outcomes? What are the opportunities and limitations of new models of studio teaching for student, academic, professional and institutional outcomes? This paper presents early ideas from a QUT seed grant on the use of studio teaching in Australian planning education to gain a better understanding of the different roles of studio teaching in planning curricula at a National level and opportunities and challenges for this pedagogical mode in the face of dilemmas facing planning education.

Case study: A holistic approach to embedding technology in curriculum design and planning processes

Case study on the Heart of Worcestershire College and how they are meeting the FELTAG recommendation of achieving a 10% wholly online component of all programmes from September 2015

Hydrology or floristics? Mapping and classification of wetlands in Victoria, Australia, and implications for conservation planning

A national approach to the conservation of biodiversity in Australia’s freshwater ecosystems is a high priority. This requires a consistent and comprehensive system for the classification, inventory, and assessment of wetland ecosystems. This paper, using the State of Victoria as a case study, compares two classification systems that are commonly utilized to delineate and map wetlands—one based on hydrology (Victorian Wetland Database [VWD]) and one based on indigenous vegetation types and other natural features (Ecological Vegetation Classes [EVC]). We evaluated the extent of EVC mapping of wetlands relative to the VWD classification system using a number of datasets within a geographical information system. There were significant differences in the coverage of extant EVCs across bioregions, different-sized wetlands, and VWD wetland types. Resultant depletion levels were markedly different when examined using the two systems, with depletion levels, and therefore perceived conservation status, of EVCs being significantly higher. Although there is little doubt that many wetland ecosystems in Victoria are in fact threatened, the extent of this threat cannot accurately be determined by relying on the EVC mapping as it currently stands. The study highlighted the significant impact wetland classification methods have in determining the conservation status of freshwater ecosystems.

Biology curriculum for the senior secondary level in Victoria, Australia

In Victoria, the Victorian Certificate of Education(VCE) is most common among certificates required to apply any tertiary institute in the Victoria State. Thus, the number of students who take the VCE course is larger than other courses in senior secondary schools. VCE Biology is one of the subjects in natural science area. The subject consists of 4 units: Unit 1 is ecology oriented, Unit 2 is cell biology oriented, Unit 3 is physiology and developmental biology oriented, and Unit 4 is systematics, genetics and evolution oriented. One of the distinctive features of the VCE Biology is its assignment. Three or four tasks are prepared in each unit of the subject. In order to complete the assignment, students should carry out some laboratory work, field studies and investigations to collect data and information from a number of sources. They also need to analyze data to write some reports. In Unit 3 and 4, Common Assessment Tasks(CATs), which include writing report and paper test, and prepared. Another distinctive feature of the curriculum is that there are some applied biological aspects in the contents of each unit.

Strategic public land use assessment and planning in Victoria : over 30 years of trailblazing but where to from here?

Conflict over the appropriate uses and management of public land have been a feature of the Australian political landscape for at least the past 30 years. While various attempts have been made to establish land use assessment and planning institutions in various jurisdictions, the success of these often short lived attempts at institutional approaches for managing land use conflict have been patchy at best. The experience in the State of Victoria has been somewhat different, with public land use assessment and planning having been informed by a series of independent statutory bodies since 1970 (the Land Conservation, Environment Conservation, and Victorian Environmental Assessment Councils). To some degree at least the value of this approach is indicated by the extent to which Victoria’s bioregions are now protected in conservation reserves. However, while there has always been a statutory body in operation, the roles and responsibilities of these bodies have been subject to significant legislative change, with existing bodies replaced by new bodies in 1997 and 2001. Justifications for these reforms included changing circumstances and new understandings about environmental management, as well as changing views about public administration. As a way of contributing to enhancing the design of institutions for mediating land use conflict and contributing to sustainable land use and management, this paper investigates the lessons that can be learnt from the Victorian experience by examining the implications of the changing roles and responsibilities of these institutions, and then discussing possible future directions for strategic land use planning.

Teacher perceptions of the role and value of excursions in years 7-10 geography education in Victoria, Australia

Excursions are extremely important to the education of students in the geography curriculum. However, personal observations demonstrated a lack of readiness to conduct excursions in secondary schools. This apprehension of the teachers in this school to implement excursions in geography education was the basis for this study. The study addresses the importance of excursions in education and the roles and values that teachers place on excursions in years 7-10 geography curriculum. Quantitative research was conducted in the form of a questionnaire on a wide range of Study of Society and Environment (SOSE) teachers in secondary schools. The research population consisted of 60 teachers from both rural and urban schools across Victoria. The findings of this study showed that teachers conduct on average one to two excursions per class per year, teachers understand the importance of excursions in geography education and they find planning difficult, but work collaboratively with other teachers to overcome these issues. Other barriers include transportation, student behaviour and cost. With a firm grounding in the conceptual theories and state-level policies of geography education, the conduct of excursions was found to be both difficult and rewarding by teachers in Victoria.

Reservation of important wetlands - recent experiences in conservation planning and practical implementation in Victoria

The establishment of a comprehensive, adequate and representative (CAR) reserve system is not only an objective of all States and Territories but it is an international commitment, since Australia signed the Convention on Biological Diversity. Various reviews note that Australia lacks a representative freshwater reserve system. However, there has been surprisingly little quantitative analysis on the reservation of freshwater ecosystems from which to identify the gaps or deficiencies in the reserve system.

We compared aspects of reservation in wetlands in northern Victoria before and after a major public land use investigation by the government-appointed Victorian Environmental Assessment Council, which sought specifically to recommend a CAR reserve system. Significant improvements in the reservation status for depleted and under-reserved wetland ecosystems, and improved reserve design have been recommended by the investigation. Increases in the reservation of nationally and internationally significant wetlands were also recommended. These recommendations are now under consideration by the Victorian Government.

Some of the challenges in decision-making during this investigation and their implications on wetland conservation are highlighted. The paper concludes by outlining broader policy dilemmas, decisions and debates that that require addressing in relation to developing a system of Freshwater Protected Areas in Australia.

Interrupted cadence : the mismatch of the school music curriculum and the intercultural understandings of pre-service teachers in Victoria, Australia

In Victoria, Australia, the curriculum framework for schools, Victorian Essential Learning Standards (VELS) stipulates multiculturalism as an integral part of the education of students. This encompasses knowledge, skills, values and behaviours (Victorian Curriculum Assessment Authority, 2009). In this curriculum framework, teachers must consider ‘intercultural understanding’. It seems logical that, to teach this, preservice teacher education students should be able to embrace this idea. VELS addresses multicultural understanding and the development of thinking skills. The Arts domain specifically provides diverse opportunities for students to “develop aesthetic and critical awareness … of arts works from different social, historical and cultural contexts”. In this research, undertaken between 2005 and 2008, semi-structured interviews were completed with final year pre-service music education students about their intercultural understandings in music education. Interpretative phenomenological analysis of the data showed that, although many feel confident including music of other cultures, having had some experience in their tertiary education, some have pursued other ways to inform themselves about music of other cultures. There appears to be a mismatch between curricular expectations and the limited time and resources available in tertiary education programs for music. The disparity between the school music curriculum framework and the preparation of teachers requires attention and resolution.

New governance, green planning and sustainability : Tasmania together and growing Victoria together

Bridgman and Davis(2000:91) have argued that ‘ideally government will have a well developed and widely distributed policy framework, setting out economic, social and environmental objectives’. This article compares and evaluates two such frameworks or plans, Tasmania Together and Growing Victoria Together, in terms of their potential to promote sustainability. It argues that they are very different exercises in new governance, aimed at reconnecting with community priorities and at redirecting macro-policy setting away from a preoccupation with economic priorities, respectively. Nevertheless, both plans have the capacity to ‘green’ state planning, in Tasmania in terms of more purposeful benchmarks, and in Victoria in terms of enhanced sustainability emphasis in the macro-policy setting. The article encounters tensions in its review of the plans between deliberation and planning, policy empowerment and policy progress, and policy institutionalisation and politicisation as means of achieving policy change. It finds that whilst Tasmania and Victoria are re-engaged states that are reinventing state policy, as yet they are failing to meet the governance challenges of sustainability.