Pressures for change in rural Britain, (stemming, for example, from increased mobility, social disparity and the debate about `post-productionism') have been a constant presence in recent decades, and challenge the values and integrity of what is often seen as `the traditional countryside'. The increased significance of the `amenity' role of rural space has also been apparent. Most recently, calls for local accountability in governance and in the chain of food production indicate further new agendas for change.
This module seeks to exemplify the geographical consequences of this interplay of tradition and change. It first examines some aspects of traditional landscape, culture and community, including ways in which these have been focused into the rural idyll. Against this background, examples of the impacts of change in selected sectors, such as population and society, land use, employment, housing and services, are considered. The particular role of amenity-based demands, through recreation, tourism and conservation, form the focus of the last section of the module.

University libraries; Sciences Learning Resource Centre (for maps, planning documents and other materials); Sciences IT Suite (for specialist software and Internet access).
DEFRA UK, for England Rural Development Programme: http://www.defra.gov.uk/erdp/default.htm
Natural England ' for `landscape'-related material: http://www.naturalengland.org.uk/
MAGIC (Multi-Agency Geographic Information for the Countryside) http://www.magic.gov.uk/

Component 1: A two-hour examination [50 per cent of marks]. The first section (one hour and half of the examination marks) consists of a short-answer section designed to test understanding of material from across the module. The second section (one hour, half of the examination marks) involves an essay answer that tests theoretical and conceptual understanding of one aspect of the module material. [Learning outcomes 1,2, 3, 5]

Component 2: A coursework essay of 1250 to 1500 words, on a specific issue, selected by the student [50 per cent]. This is to test ability to investigate and illustrate local examples and issues, and to relate them to broader rural theories and concepts. [Learning outcomes 1 - 5 inclusive]

Formative assessment: Opportunities for ongoing formative feedback will be provided during the workshop sessions via strategies such as discussion of key ideas delivered in the lectures and discussion of workshop and field exercises, allowing students to self evaluate their understanding of module materials. Students will also be provided with the opportunity to receive feedback on their coursework essay plan

Classroom-based learning approaches will be divided about equally between ten hours of lecture and ten hours of workshop discussion and/or other activities (which may include short map- or IT-based exercises, role-play, for example). A day field class in the local area will exemplify some of the issues raised in the module (8 hours).

None

Bunce, M. (1994) The Countryside Ideal. Routledge, London
Cloke, P. (ed) (2003) Country Visions. Pearson, Harlow
Cullingworth, B. and Nadin, V. (2002) Town and Country Planning in the UK. Routledge, London
Ilbery, B.W. (ed) (1998) The Geography of Rural Change. Longman, Harlow
Woods, M. (2005) Rural Geography: Processes, Responses and Experiences in Rural Restructuring.
Sage, London