DESIGNING CHILDREN'S ENVIRONMENTS
PLA4CIE
2017
Credit points: 15
Subject outline
One of the original motivations of design and planning of towns of cities in the Victorian era was to improve the physical and moral health of children during a period of industrialisation. During the 20th century, health planning in relation to children centred on provision of parks, and issues of youth deliquency. Now, planning for children's health has experienced a rejuvenation with contemporary debate about children's citizenship, mental, social and physical health. This has occurred alongside specific research and programming aimed at improving maternal and children's health, education about children's development, and inclusion of young people in matters that affect their lives. However the links between health, education and planning/design of towns and cities are still being reestablished. In this fieldwork based subject, students produce a masterplan/design using concepts of children's rights, health and development within a planning policy context. The skills learned in this subject also apply to other social groups e.g.: older people, new and emerging communities, people with different abilities.
School: School of Humanities & Social Sciences
Credit points: 15
Subject Co-ordinator: Julie Rudner
Available to Study Abroad Students: Yes
Subject year level: Year Level 4 - UG/Hons/1st Yr PG
Exchange Students: Yes
Subject particulars
Subject rules
Prerequisites: N/A
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: N/A
Special conditions: Students must be eligible to apply for a working with children check.
Graduate capabilities & intended learning outcomes
01. Identify, assess and synthesise various sources of data to demonstrate how land use, health and community development policy and practice impact on children's/young people's cognitive, social and physical health and development
- Activities:
- Lectures,practicums, design project
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
02. Critically analyse policy and legislation to ascertain barriers and opportunities to improve children's/young people's citizenship through community inclusion and participation in decision-making
- Activities:
- Lectures, practicums, design project
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills)
03. Develop a comprehensive masterplan/design that takes a child/youth-centred approach to address contemporary issues related to children's/young peoples needs and aspirations within a social and spatial context
- Activities:
- Lectures, practicums, design project
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Ethical behaviour,Adaptability Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Bendigo, 2017, Week 06-24, Day
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Julie Rudner
Class requirements
Field TripWeek: 08 - 24
One 7.0 hours field trip per study period on any day including weekend during the day from week 08 to week 24 and delivered via face-to-face.
"The location of the field trip changes each year. It can be located in regional or metropolitan Victoria."
Lecture/WorkshopWeek: 08 - 24
Four 7.0 hours lecture/workshop per study period on any day including weekend during the day from week 08 to week 24 and delivered via face-to-face.
"Students have the ability to commence work in February.
The Bendigo sessions occur as follows:
Two consecutive days e.g.; Friday-Saturday from 9:30am-4:30pm at the very beginning of the subject;
One day at the end of the subject to present design outcomes.
One session occurs in Melbourne at either Botanic Gardens/Museum and at a Melbourne CBD campus."
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Group report (ugrad 2,500 words) (pgrad 4,000 words) | 50 | 01, 02, 03 | |
| Practicum assessments (1,500) | 40 | 01, 02 | |
| Work plan (500 words) | 10 | 01, 02, 03 |