None

A. Comparative Review - (1800 words) 30% [Learning Outcomes 1,2]
B. Electronic Seminar Presentation (1800 words equivalent) 30%[Learning Outcomes 1,3 5]
C. Report (2400 words) 40% [Learning Outcomes 1-5]

Additional Assessment Details:
A. A short essay will require you to undertake a comparative evaluation of two sustainability plans/strategies, applying conceptual insights and understanding of how strategies have to be adapted to their context.

B. The virtual seminar presentation will require you to show your understanding of the `terminology' of sustainable development, how this needs to be translated and communicated to `lay, non-academic' audiences. It will demonstrate your ability to communicate concisely and coherent, together with knowledge and understanding and its application.

C. The final assignment, a report, will require you to focus on a specific scenario, realistically develop it, and develop a set of coherent proposals for a sustainability initiative. It will demonstrate your comprehensive knowledge and understanding of the module's themes, your flexibility in problem solving and application to specific concerns.


Formative Assessment:

The three assignments will be staggered through the module and feedback will be given to inform the next assignments. You will be encouraged to submit: (i) plan of your comparative review (ii) a draft virtual seminar presentation (iii) a plan and annotated bibliography for your research report for formative assessment. In addition, the directed activities will offer opportunity for formative assessment and feedback.

A networked computer for accessing University VLE (Blackboard), web sites and electronic journals.
Course texts.
Learning pack.

Blewitt, J. 2006 Sustainability, Lifelong learning and Everyday life. Earthscan, London.
Clarke, A. 2004 e-Learning Skills. Palgrave, Basingstoke.
Dalal-Clayton, B. and Bass, S. (2002) Sustainable Development Strategies: A Resource Book. OECD and UNDP. Earthscan, London.
Dobson, A. 2003 Citizenship and the Environment. OUP, Oxford.
Dresner, S (2002) The Principles of Sustainable Development. London, Earthscan
Knight, B. Chigudu, H. & Tandon, R, (2004) Reviving Democracy. Citizens at the heart of Governance. Earthscan, London.
Selman, P. 1996 Local Sustainability. Paul Chapman Publishing, London.
Wheeler, Stephen M. (2004) Planning for Sustainability. Routledge, London.

Developing a more sustainable society requires that the broad principles and objectives of sustainable development (SD) are articulated into new ways of thinking about social, economic and environmental goals and how to achieve them. In this module you will examine some of the approaches, techniques and methods which are part of the `toolkit' for the planning for sustainability, and consider how the SD agenda may be advanced on a variety of scales (individuals, communities, enterprises, regions and national states). Plan-making, sustainable indicators, ecological footprinting are examples of the `tools' currently used in the delivery of SD policies which will be evaluated in your analysis. Structural `tools' for long-term transformation are the strategies of education, communication, and consensus-building through participation in decision-making are also offered for your appraisal. You will have the opportunity to reflect upon and evaluate those strategies attempting to transform beliefs and values in formal education and lifelong learning contexts. The module concludes by considering the opportunities and constraints of implementing `sustainability initiatives' in a variety of contexts and scales (e.g. those targeting individual behaviour, `greening' business and enterprise strategies, community sustainability plans and initiatives). The module also develops key learning skills such as assessing and utilizing web-based learning resources and methods of electronic interaction.

280 hours independent study: 20 hours contact
You will attend a workshop at which you will be introduced to the module content and learning resources. The workshop will provide the opportunity to discuss and debate the key module themes, drawing upon a range of audio-visual and textual resources.

If you are starting the award with this module, you will also receive instruction in the use of the Blackboard virtual learning environment (VLE) and other web-based resources, as well as practical advice and information to enhance and develop your skills as an e-learner.

Particular emphasis is made in this module to provide a varied diet of learning, and linked assessment, strategies. Alongside the research and writing skills employed to address the comparative review, you will be required to produce a presentation in a manner that can be communicated to a lay audience. As a contrast, you will be required to produce a consultancy report for an informed, if non-academic audience for your last assignment.

The module will run over 16 weeks, and will normally include 4 weeks for you to complete the assessments to be graded. Over this period, you will work through self-instructional course material in a VLE which structures your learning by outlining a programme of specific activities and tasks. To complete these you will be reading and critically engaging with key texts, papers and other documentary resources. This work will be undertaken on an individual basis, but at various points you will be expected to interact and share material with other students in a designated learning group.