Module manager: Yasar Awais
Email: Y.Awais@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2026/27
Admission requirements to UG programmes of the School of Civil Engineering
This module is not approved as a discovery module
This module examines the historical and theoretical foundations of urban development, focusing primarily on European contexts. It traces the origins and evolution of urban environments from prehistory to the present, analysing how technological advancements have shaped spatial organization. Students will explore key theories of urbanism and assess development processes within regulatory frameworks. Through case studies and literature, the module investigates urban forms through the medieval period, the transformative impacts of the Renaissance and Industrial Revolution, and the modern redefinitions of urbanism driven underpinned by theory. Learning activities include a group study project and an individual essay, fostering both collaborative and independent research skills.
Students will gain an understanding of the forms, origins and processes of urban development. Knowledge of social, environmental and economic factors as affecting urbanism will help to promote a critical approach to design issues as affected by current policy as well as alternative models.
On successful completion of the module students will be able to:
1. Understand how diverse global, cultural, social, technological, economic factors and building technology influence aspects of architecture and urban design [CK1 part]
2. The introductory principles and relevance of social sustainability, social value and inclusive design [CK3 part]
3. Some principles of climate change and biodiversity as relevant to design and construction [CK4 part]
4. Understand the relevant legislation, regulations, standards, codes of practice and policies related to the development of the built environment [RE4 part]
5. Select and critically evaluate the technical literature and other sources of information to understand and analyse complex problems in the context of design and construction (M4 part)
6. Environmental and societal impacts of solutions to complex problems (M7 part)
7. Develop an understanding of inclusive approaches to engineering and architectural practice, recognising the responsibilities, benefits and importance of supporting equality, diversity and inclusion (M11 part)
Skills Learning Outcomes
a. Academic writing - the ability to communicate effectively in written form to articulate an argument, supported by relevant evidence and adhering to academic convention.
b. Academic language - the ability to demonstrate an understanding of academic conventions in the choice of vocabulary and sentence structure, and to select the most appropriate and effective methods of communication to demonstrate knowledge and understanding.
c. Time management - the ability to plan time, prioritise tasks and organise academic and personal commitments effectively using appropriate support
d. Information searching - the ability to search for, evaluate and use appropriate and relevant information sources to help strengthen the quality of academic work and research
e. Referencing - the ability to know when, why and how to acknowledge someone else’s work or ideas and to use the appropriate referencing style.
f. Communication - The ability to convey and receive information clearly, accurately, and appropriately, being able to tailor a message for different audiences; listening respectfully to receive and understand information, and the views/feelings of others.
g. Teamwork/Collaboration - The ability to contribute positively and build constructive, supportive and co-operative relationships with others, towards the achievement of shared goals and outcomes.
h. Information, data and media literacies - The ability to find, evaluate, organise and share information across a variety of formats and media, ensuring the reliability and integrity both of the sources that you use and of the ideas that they help you to generate.
i. Digital creation, problem-solving and innovation - the ability to use digital technology and techniques to create accessible digital items (such as images, documents and mind maps), and the willingness to engage with new practices and perspectives to solve problems, make decisions and answer questions.
j. Digital communication, collaboration and participation - The ability to communicate and collaborate constructively and professionally with peers through a variety of digital tools and networks in order to share ideas, to produce research, materials and resources, and to engage in online dialogue and debate.
k. Planning and Mobilising Resources - Accessing, prioritising, organising and managing the resources and support you need.
l. Working and communicating with others - Valuing ideas, co-ordinating effort and supporting others
Module Overview
This module explores the development of urban environments in Europe from prehistory to the present. It examines key theories of urbanism and the impact of technological change on spatial organisation and planning.
Themes
Classical urbanism: Athens and Rome
Grid planning and urban infrastructure
Medieval organic growth
Renaissance ideal cities
Baroque planning: improvement or control
Industrial density and overcrowding
Decentralisation and the Garden City movement
Transport, communication, and modern urbanism
Skills Developed
Critical reading of urban theory
Interpretation of historical and contemporary maps, plans, and spatial diagrams
Analysis of urban form and regulatory frameworks
Methods of assessment
The assessment details for this module will be provided at the start of the academic year
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Class tests, exams and assessment | 2 | 4 | 4 |
| Lecture | 12 | 2 | 24 |
| Private study hours | 72 | ||
| Total Contact hours | 28 | ||
| Total hours (100hr per 10 credits) | 100 | ||
Research based on directed learning targets identified in lectures (from web-based sources of information; study of precedents; specific texts identified from a reading list, etc).
The module provides structured opportunities for students to receive formative feedback throughout their learning journey:
Dedicated Feedback Workshops: Interactive sessions are scheduled ahead of the group project submission. These workshops allow for collaborative group working, students to present progress, discuss ideas, and receive constructive feedback from peers and the module leader in order to refine their work before final submission.
Take-Home Assignment Feedback Session: Towards the end of the module, a dedicated session is held to review and provide feedback on the individual essay question selection. This ensures students have clear guidance on expectations ahead of undertaking the coursework.
Formative Assessments: Both the group study and individual essay have opportunities for formative feedback. These assessments are designed to support skill development and enhance the quality of final submissions.
Check the module area in Minerva for your reading list
Last updated: 29/05/2026
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