Careers in Landscape Architecture.

Department Of Landscape.

Landscape Architects design spaces

between buildings that are imaginative

yet functional. They also shape and

design elements of natural and semi-

natural landscapes to help restore

ecological processes and enable

people in cities to engage with nature.

Every public environment in the UK has

had some element of design: whether

it is a local park, a school playground,

streets, squares, green spaces

between offices or a National Park like

the Peak District. They have all been

influenced by a landscape architect.

93%“Overall, I am

satisf ed with the quality

of t

he

cour

se.” [BA]

To be a Landscape Architect requires

artistic flair, a passion for improving

environmental quality and people’s

lives, and an ability to fuse diverse

knowledge to produce inventive yet

workable solutions. This requires the

ability to blend applied geography and

arts with social science and the built

environment.

For more information about our profession visit:www.sheffield.ac.uk/landscape

www.landscapeinstitute.org

www.iwanttobealandscapearchitect.

com

What is Landscape Architecture?

Landscape architecture is the planning, design and management of places for people and nature; both special and everyday places.

Studying Landscape at Sheffield.

At Sheffield, we aim to develop graduates with outstanding skills, who will be able to take key roles in multidisciplinary projects with an underlying commitment to care for the landscape and the people who live within it.

This fusion of attributes ensures that you will be highly

employable, ready for professional practice and a committed

lifelong learner.

A Sheffield Graduate develops a proficiency in design, and

understands the cultural, social and ecological drivers that

underpin successful landscapes. Our courses equip students

with excellent transferable skills, which are also highly relevant

beyond the landscape profession. Through working in teams,

solving complex problems, undertaking live projects for

community groups, and developing personal portfolios they

acquire professional standards in communication, graphic

design, report writing and verbal presentation. Skills that will

allow them to become adept at presenting ideas and visions in

a coherent and highly effective manner.

95%“I am satisf ed

with the Students’ Union at m

y in

stit

uti

on.”

[BA/BSc]

Students will also gain an aptitude for combining creative

skills with research and analytical capabilities. Our teaching

strategies encourage them to think independently and develop

innovative and imaginative solutions to the complex issues

concerning landscape design. Indeed, because we provide a

robust education covering key elements of design, art, social

science and natural science, they will have a comprehensive

understanding of the landscape, and retain a critical but open

mind to how environments could be developed in the future.

Graduates from the Department of Landscape work in the

private sector where many have set up their own companies.

Others work in the public or Third sectors, helping to improve

local communities. A number of graduates have gone on to

become consultants advising Governments on how landscapes

should be designed and managed, for example, setting up

new National Parks. Some have achieved the highest levels of

recognition, for example President of the Landscape Institute

(UK) or President of the International Federation of Landscape

Architects (IFLA).

The Course.

All our undergraduate courses are fully accredited by the Landscape Institute, the Royal Chartered Body for Landscape Architects in the United Kingdom.

Our students work alongside leading

researchers and practitioners

who have a range of academic and

professional backgrounds. There

are 16 academic staff and over 20

associate tutors who deliver courses

to approximately 200 undergraduate

and 150 postgraduate students.

International practitioners and leading

thinkers regularly contribute to your

learning experience through guest

lectures and invited talks.

We pride ourselves on innovative

teaching and learning approaches.

Our students are based in the recently

refurbished listed building, The Arts

Tower, which is fully equipped with

state-of-the-art facilities. The studio is

at the heart of their learning and is the

space where year groups participate

in workshops, small group seminars,

group and individual tutorials and

project reviews. The studio is where

ideas are shared with fellow students,

they engage in group work and

importantly learn from one another.

Traditional lectures, supported by

library and internet resources,

also play a vital role in developing

knowledge in landscape theory and

practice.

“Staff ha

ve made the subject in

tere

stin

g.” [B

Sc]

96%

Our Students.

We attract highly motivated and enthusiastic students who thrive on the challenge of a creative discipline that overlaps the world of science and art, large-scale planning and detailed design.

Landscape Architecture is challenging

and requires commitment on the

student’s part to reflect on their own

ideas, carry out independent research

and share and adapt ideas with others.

Academic and studio tutors work to

help develop knowledge and skills

and direct learning. Students and

staff work together in the process of

exploring and testing ideas.

The Department has a strong

commitment to research-led teaching,

ensuring that new knowledge is

developed through research and

continuously feeds into lectures,

seminars and studio teaching at all

levels. Field trips and site visits are an

essential component of your learning

and an integral part of many modules.

The international fieldtrip, at the

start of the third year is an inspiring

opportunity for you to research,

explore and analyse exciting examples

of Landscape Architecture, and is also

an important and memorable social

event.

We offer opportunities to study abroad

through exchange programmes with

several leading European Landscape

Schools (in Germany, the Netherlands

and Sweden) and world-class

institutions in Japan and the US.

“I have been able to contact staf w

hen

I nee

ded to

.” [BA]

90%

Choosing the Specialist Module.

The undergraduate landscape courses at Sheffield are unique, combining training in Landscape Architecture with an opportunity to choose specialist modules in Ecology or Planning in your second and third year.

The Department in conjunction with the School of

Architecture also offers the only fully accredited dual

degree in Architecture and Landscape. This is the

only course in the country that integrates these two

disciplines.

The undergraduate courses are ‘Integrated Masters’

programmes, in which students spend 3 years

studying Landscape Architecture to gain a BA(Hons)

or BSc(Hons) degree. If a student decides to continue

their training in Landscape Architecture they will

spend their fourth year working in Landscape practice

before returning for the 5th year MLA course. This

is a required stage for being a Chartered Landscape

Architect with the Landscape Institute.

96%“The course is intellectually stim

ulat

ing.

” [BSc]

Entry Requirements.

We accept all A level subject choices,

and often a broad spread of subjects

is appropriate given the multi-faceted

nature of the course. Ideally we prefer

a mix of creative / practice based

subjects with mainstream academic

subjects. Our typical offer is ABB,

though we welcome applicants with

alternative qualification or non-

traditional routes. More information

on equivalent qualifications for school-

leavers is available in the University

of Sheffield Prospectus. We also

welcome applications from mature

students who do not have the usual

University entry qualifications. Our

standard IELTS requirement (English

as a second language) is 6.5.

Please do contact us for advice on

your particular situation. We are

keen to support enthusiasm and

determination!

BA (Hons) in LandscapeArchitecture (Planning)

Whilst ‘A’ level Art and Design are not

a requirement evidence of a clear

willingness to engage in the process of

drawing and graphic communication is

highly desirable.

BSc (Hons) in Landscape Architecture (Ecology)

Core requirements: A2 or equivalent

in Biology is preferred although we

will consider applicants with other

science ‘A’ levels and/or high grades in

Biology at AS and Science subjects at

GCSE.

97%“The library resources and services are good

enou

gh fo

r m

y needs.”

Level  One  (Year  1)

Level  Two  (Year  2)   Ecology or Planning Shared  Modules

Modules    Landscape  Ecology  -­‐  Habitat  Survey  Techniques

Modules    Landscape  Planning,  Law,  Policy  and  Governance

 Ecological  Processes,  Design  and  Management  Materials  of  Landscape  -­‐  Planting  Design  Sustainable  Communities  Materials  of  Landscape  -­‐  Construction  Design  Landscape  Design  -­‐  Exploration  and  Intervention

Level  Three  (Year  3)Modules    Green  Infrastructure  and  Ecological  Master  planning.  Landscape  Ecology  -­‐  Habitat  Creation  and  Restoration

Modules    Landscape  Planning  Toolkits.    Landscape  Planning  -­‐  Urban  Regeneration

 Site  Planning  for  sustainable  housing  International  Field  Study  -­‐  Landscape  in  Practice  Integrated  Urban  Design  Project  Materials  of  Landscape  -­‐  Detailed  Design

You  can  leave  at  this  stage  with  a

BSc  (Hons)  Degree  in  Landscape  Architecture

orBA  (Hons)  Degree  in  Landscape  

Architecture

Level  Four  (Year  4)

Level  Five  (Year  5)

Landscape  Architecture  Under  Graduate  BSc  &  BA  Degrees

Modules    Current  challenges  in    Planning,  Design  and  Management  Space  making  Presentation  Communication  and  Research  skills  History  of  Landscape  Architecture  The  changing  Landscape  The  Dynamic  Landscape

Year  in  Practice

Master  of  Landscape  Architecture  (MLA)NOTE  -­‐  Student  from  other  Universities  can  join  this  year.

or  you  can  go  on  to  a  

followed  by

BA/BSc Landscape Course Structure.

That’s why we invest a great deal of

time and resources into our work

around widening participation,

encouraging those from non-

traditional HE backgrounds to realise

that going to university could be a

real possibility and offering them the

chance to benefit from the research

intensive environment offered by an

outstanding university like ours.

Of course, we can only achieve results

by working in partnership with them

any other individuals and organisations

who help to influence the choices

tomorrow’s students make – from

parents and other family members,

through to teachers, careers Professor Keith Burnett, Vice-Chancellor.

advisers and, of course, our own

undergraduates and graduates who

offer an excellent example to anyone

thinking about coming to university.

Here we aim to give you a flavour of the

many different ways we try to spread

the word about the opportunities

and benefits of studying here at the

University of Sheffield and how we

work in partnership to get the message

out as widely as possible. This is

something I whole heartedly support

and would like to see continued and

developed over the coming years.

Widening Participation: Broadening our horizons.

We believe that Higher Education (HE) should be open to anyone who has the ability, determination and motivation to beneft from what it ofers.

That’s why, through our Outreach and

UK/EU Recruitment Team, we provide

a flexible menu of activities which all

schools can access, comprising visits

to the University and campus tours, as

well as bespoke visits for schools and

colleges.

In addition to information on the range

of courses on offer at the University,

we can provide details of financial

support for those who qualify. If you

need to know more about writing a

personal statement or making subject

or university choices, our highly

experienced staff can provide advice

either at your school or college or on

campus.

Providing assistance to prospective students.

We understand that frst generation university applicants inparticular may need some additional help and guidance with the whole process of HE applications.

We work closely with school staff to

design our input and feedback from

teachers has been very positive. As

well as campus tours and information

briefings, we have also developed

specific programmes which link school

and college-based subjects with areas

of study and teaching and learning

methods familiar in universities.

Our Higher Education Preparation

Programme has been devised in

conjunction with schools and colleges

in the region to help teachers and

young people bridge the divide

between studies at 16 and beyond.

Feedback from teachers so far on the

project has suggested not only that it is

successfully building awareness of HE

but that it will also help students at the

post-16 stage, by providing them with

an academic skills ‘toolkit’ that can be

used in a range of study contexts and

qualification settings.

“As a result of the course, I feel conf dent in tackling unfa

mili

ar p

robl

ems.”

[BSc]

88%

“My comm

un

ication skills have imp

rove

d.” [BSc]

92%

Increasing the number of students from under-represented backgrounds.

We are proud of our achievements at the University and of the scholarship and research which places us in the top one hundred world universities.1

We are equally proud, however that we are joint first in

the Russell group of research intensive universities in the

recruitment of young full-time first degree entrants from low

participation neighbourhoods. We also recruit one of the

highest percentages of state school pupils in the Russell Group.

For many young people with no family background in the

professions it can be hard to break in to these very competitive

fields. Over recent years, we have developed a number of

highly successful programmes which help talented youngsters

to consider applying for degrees at the University of Sheffield.

1 (2011 Shanghai Jiao Tong Academic Ranking of World

Universities).

Percentage of stud

ents w

ho go on to work and/o

r fu

rthe

r st

udy [BA]

90%

Employability.

Our students are highly sought after within the Landscape profession.

In the recent National Student Survey

the Department of Landscape achieved

the highest UK graduate employment

rate of 90% for all UK Landscape Design

courses. Many of our alumni now run

their own national and international

practices, it is not uncommon for them

to come back to Sheffield to recruit

new staff for their firms.

Come to the Department of Landscape

and you will be joining one of the

world’s leading departments for

landscape education and research.

Our staff are involved in some of the

most exciting contemporary landscape

design projects through their practice

and consultancy and they are strongly

committed to excellence in research

and practice led teaching.

Graduates in professional/managerial jobs 6 m

onth

s af

ter

the course.

90%

18kAverage salary 6 m

onths after the course

at S

heffi

el

d [BA/BSc]

As above, after similar course els

ewhe

re in

UK.

17k

Visit Us.

Departmental Open DaysThroughout the year we run

Departmental open days, this gives

potential students a chance to see

our and the University’s facilities,

meet members of staff and present

your portfolio. For more information

send us an email or give us a call.

University Open DaysUniversity Open Days are for anyone

who is interested in studying at The

University of Sheffield and take place

between June and September.

More details at:

www.sheffield.ac.uk/opendays

Contact us.

To find out more about our

undergraduate courses, or to discuss

your application or offer, please contact:

Department of Landscape

The University of Sheffield

Floor 13, The Arts Tower

Western Bank

SHEFFIELD S10 2TN

Email: landscape@sheffield.ac.uk

Web: www.sheffield.ac.uk/landscape

For a University of Sheffield prospectus

visit www.sheffield.ac.uk/undergraduate

For details of the UCAS application

process visit www.ucas.com

Sample work: First Year.

Sample work: Second Year.

b. Ib. II

a. Ia. II

c. Ic. II

designscribeannealprofilegrindtreattempertempergrindstrop

1:100 @ A2 section elevation suggesting different experiences based on landform, structure and enclosure + scale of space.

section elevation emphasising the breaking down of scale using vegetation and built forms. section elevation emphasising the enclosure and natural focus at the west end of the site.NTS @ A2

5. section elevations.

THEtemperedlandscape

Sample work: Third Year.