This module further develops and applies advanced knowledge of the technical and practical aspects of workable, beautifully resolved design proposals.
The module integrates research, technological & environmental issues, experimentation and practical knowledge to develop and support the dissertation design project.
Students are encouraged to adopt an analytical and creative approach to resolving relevant, conflicting elements such as client / end-user needs, legislation, inclusivity, environmental implications, structure, materials, construction techniques and processes, efficient servicing, cost and durability of finishes, all whilst maintaining the aesthetic and functional intentions of a live project.
Students produce a comprehensive professional quality working drawing package which acknowledges current legislation and contemporary issues. The package includes general arrangement drawings, services drawings, detailed areas, construction drawings, detailed sections and design details. A research report supports development of the design details.

The physiology of reproduction in a range of animal species will be reviewed with reference to recent developments in our understanding of these reproductive systems. Factors that determine reproductive success will be evaluated with review of methods of enhancing fertility. Critical comparison of the reproductive strategies employed by a variety of animal species will be an important aspect. Modern breeding systems and the influence of new technologies will also be appraised. Three Stars

The module aims to provide critical appreciation of the factors involved in current practical systems used to manage animals. Students will study current trends in management of animal species through case studies which will integrate the principles of system design with the physiological factors important to meet the animal’s needs for optimal health, welfare and performance.Three Stars

A series of staff guided and supported student led presentations will introduce students to contemporary ways of theorising visual practice and culture.

Students will then outline, distinguish between and apply three such frameworks to concrete instances of artworks, movements, events or controversies

This module aims to evaluate nutrition of the performance horse and the effect it has on a range of disciplines. It specifically relates the impact of chemical analysis of feeds on digestion and the type of energy provided for speed and endurance. It investigates the metabolic profiles of the competition horse (eg. Sweat analysis) in relation to feeding electrolytes and other performance enhancers. It will equip students with knowledge of the possible effects of nutritional supplements (such as ergogenic aids) and the use of drugs as performance enhancers.Three Stars

Representation is a tool for understanding, manipulating and conceptualising site and design issues. While developing an awareness and understanding of landscape history and theory, students will use 2D and 3D graphic techniques and writing techniques to demonstrate integrated analysis and present the context of dynamic site issues. Students will combine reading, writing, research and seminar discussion with the creative and technical potential of traditional and digital media in the context of 2D and 3D contextualized design applications, providing students with the opportunity to explore design software and its relevance to their own area of study. It also aims to provide an analytical overview of a variety of painting, drawing, design, photomanipulation, desk-top publishing, CAD and presentation software. It encourages the combination of traditional and digital representation, leading to innovative presentations. Students are expected to capture, digitise, manipulate and create imag es to produce high-quality graphics and interfaces for use in project presentations Under development

Professional and Creative Focus 2 will consolidate and develop work done in the first module.

Whilst the drawing, photography and sketchbook activity will follow a similar external rhythm to previously, students will both deepen their engagement with these practices and use them in a more focussed and considered way as both foundation and scaffolding for their other creative activity.

In this module students will also begin to turn outwards towards the professional world and will embark on research, reflection and some initial practical preparation for that world – building a personal web presence and starting to publicise and promote their work.

Finally they will have the very concrete task of working collaboratively with each other and with Level 6 students towards planning and mounting an end of year public exhibition of their work.

This module places plant usage and features in gardens and the designed landscape in historical and contemporary contexts. It explores the ways in which plants are used within garden design with specific reference to the selection and establishment of plants as components of the landscape. An emphasis is placed on appropriate plant selection, not only for design intent and aesthetic value, but with regard to the site, sustainability, ecology and its contribution to biodiversity - including future maintenance needs. The reasons for plants failing to establish in the garden and wider landscape are investigated. The skills of plant knowledge and identification are developed.

Through studio-based project work students will further their subject understanding and technical knowledge to a greater depth than previously experienced. Students will be asked to not only consider their role as the artist/designer from the end point of view, but also from the beginning, asking the question of why we need to creating in the first place.

This module and its successor will act as a bridge from the very structured atmosphere of the Level 4 Studio Practice modules to the increasing independence and self-sufficiency of Level 6.
Over the course of the module students will move from a diagnostic re-examination of their very first task from Studio Practice 1A to a piece of work of which the scope, content and execution are led entirely by them, with staff advice and support.
The links between theory and practice will continue to be underlined by research and presentations on artists with similar concerns to their own and by continuing the practice of addressing a key text together in a weekly reading/seminar group.

This module explores technical skills, presentation and communication and applied design concepts primarily through studio based learning. The module formalises landscape and garden design assessment as a synthesis of concept with survey, analysis and appraisal and considers ‘the site’ as a complex system of dynamic interactions and exchanges Practice and theoretical based landscape and garden design principles are emphasized in both medium to large domestic garden design projects and public/ semi public open space.Two Stars

The Working Cultures in Landscape Practice module forms part of a programme of self-development in which the student can begin to build a career path and gain an understanding of the professional working environment. In consultation with the teaching staff, the student undertakes an exciting and personally relevant independent research project into a specific area of professional practice that relates to their own vocational aims and ambitions. This allows them to see ‘behind the scenes’ in a design practice and begin to build professional contacts in the world of garden design.
This module provides a valuable experience, by making the studio-based project work undertaken in the design modules
relevant in the eyes of the participant to the world of business and the market place. The main research resources for this module originate from the differing scales of garden and landscape design businesses. The outcomes are: a case study presented as an illustrated report and verbal presentation.
This module will help students to identify their current strengths and weaknesses, the need for development in specific areas, and an increased understanding of the diversity of opportunities presented by the garden and landscape design professions.

This summer programme develops the English language and academic skills of overseas students who wish to study at Writtle, but are slightly below the required English level.Three Stars

International conventions and legislation currently drive conservation policy and practice across the globe. More specifically, in Europe, a sophisticated framework that includes the Birds and Habitats Directives both refenforces and complements broader international initiatives. Increase in globalization coupled with diminishing resources and decline in biodiversity has forced change in the way biodiversity is protected. Strategies that include stakeholder engagement, partnerships, coalition building and community – based initiatives are promoted as mainstream strategies and practices to meet international objectives for halting biodiversity decline. As much of the species and habitat conservation management is evaluated and practiced according to these policies and legal frameworks it is important that the students have a comprehensive understanding of the process, and are able to evaluate critically key aspects of conservation policy and practice. Furthermore, the complex process of engaging stakeholders and wider society with biodiversity practice requires understanding and skills in leadership and negotiation. This module provides students with the opportunity to develop a critical awareness of existing problems and of new insights based on current scientific understanding and professional practice. Finally, it offers students the chance to challenge existing strategies through critical analysis, and to propose new alternatives including open standards, coalition building, conflict resolution, and integrated conservation management. These last elements of social conservation demand skills in coordinating projects and leading on initiatives within the sector.

This module investigates the taxonomic and community classification systems for the major groups of fauna and flora represented in the British Isles. A practical knowledge and skills-based understanding of the use of standard identification keys and community classification systems is one of the corner stones to effective assessment of biodiversity for conservation. These attributes are developed both in lectures and with field work thereby giving the learner confidence in the techniques of wildlife identification and classification systems.                         

The biome concept organizes large-scale ecological variation, encompassing both terrestrial and aquatic environments. Globally, a small number of biomes are recognized, and these can be viewed as broad-scale spatial patterns of distribution. As such, biomes represent coarse biodiversity units / ecological regions, and reflect biological divisions of the Earth’s surface.

Terrestrial biomes, a key focus of this module, are distinguished by distinct physiognomic (structural) and life-form characteristics of their predominant vegetation, and broadly reflect climatic conditions (in particular temperature and precipitation patterns). These major divisions of plant community types, which are not defined by taxonomic similarities, consist of distinctive combinations of plant and animal species (and other taxa) adapted to that particular environment.

However, biome scale is too coarse to reflect the complex distribution of the earth’s natural communities. Since a key element of the global strategy to conserve biodiversity is to protect representative examples of all the world’s ecosystems, a finer biogeographical resolution is required. An approach is to use ‘ecoregions’, which represent distinct biotas, nested within biomes / realms. Ecoregions thus reflect the distribution of species and communities more specifically than do biomes.

Patterns of global species richness will also be considered, particularly in the context of the influence of available energy.

This module introduces students to broad spatial patterning of global biodiversity and the underlying factors which determine such patterns. Characteristics of organisms will be explored. The potential influence of global environmental change (e.g. climate change) on these broad distribution patterns will be considered. The module introduces the issue of ‘scale’ in ecology.

It is acknowledged that a scientific understanding of ecological principles is crucial for the sustainable use of natural resources, and for successful implementation of conservation programmes.

This module introduces students to key principles in ecology. Central themes will be explored, and particular consideration will be given to factors that influence the distribution and abundance of organisms. Appropriate activities will provide students with opportunities to develop their understanding of practical aspects of ecology.

Overall, the module aims to develop students’ knowledge and conceptual understanding of ecology, particularly within the context of the broader remit of global ecosystem management.

Human population growth and development is placing increasing demands on fresh water resources for drinking, agriculture, industry and sanitation, all of which has major impacts on the global environment, as well as our social and economic well-being. Half of the world’s wetlands have already been lost to development or drainage for agriculture, many of the major aquifers are being over-pumped and some of the planet’s large rivers are seasonally disconnected from the sea. Much of the world’s water problems stem from systemic and institutional failure to effectively manage water resources and to balance human needs with the requirements of nature to sustain biodiversity.

Effective sustainable water resource management requires appropriate understanding of the system and accurate assessment of the resource available. In the process a sound knowledge of the uses made of water, competing demands for the resource, the full ecosystem services provided by water resources, and the complex interdependency between water, biodiversity and human well-being is essential. Using science a more realistic evaluation of the needs and environmental costs can be made, leading to a more effective translation into policy and action for sustainable management of resources.

This module will provide students with a core knowledge and understanding of the science and theory underpinning sustainable water resource management. Complementary practical skills in water resource assessment and “soft path” measures applied in water resource conservation and sustainable management will form an important part of developing sector-relevant competency.

This module is a general introduction to the cultural contexts for the practice of Art and Design, exploring how artists and designers are inspired by and inspire others in their field. The module will demonstrate by example what is involved in drawing inspiration from leading artists, designers and movements, as through their presentations, the staff will model the study habits of researching one’s passion and understanding the wider context of those by whom they are inspired to enrich their own practice. It presents a practical argument for the study of history and theory, using the interests and enthusiasms of the course teaching staff as a source for examining the ideas underpinning creative activity.

This module is designed to help students review or improve their professional practice. Students will operate with a high level of autonomy to work upon a work-based problem, and to apply knowledge and techniques at the forefront of their discipline in an area of professional practice. They will be required to evaluate critically current scholarship and workbasedpractices and to use their knowledge to either:
a) provide a critical review of a work-based problem and suggest possible ways forward, or
b) implement and investigate novel and creative solutions to a problem.
Students will identify suitable projects and problems within their sector. Writtle College may be able to guide students towards suitable projects, depending on availability. There may be opportunities to base this module at a Higher Education Institution or research organisation abroad, subject to agreement on quality assurance.
The work carried out in this module can be linked to research to be conducted for the Dissertation.

This module provides a deeper understanding of the factors which are the basis for modern approaches to crop production. Initially the trends in production and consumption will be reviewed followed by assessing the likely reasons for these developments. The importance of producer understanding the crop’s physiology will be highlighted. Breeding offers many potential advantages to the producer and consumer and progress in plant breeding will be considered. Many aspects of crop production have become increasingly mechanised; these will be detailed and the constraints identified for future mechanisation and use of robotics in crop production. In addition the need for continuity of supply will be demonstrated and scheduled programmes of production developed.