Overview

Welcome to the 2021 offering of ENVS8418 Environmental Planning.

Your class this semester will be held on Thursday evenings from 5:00 - 8:00 PM in room 01 CC 115 Learning Space.

This will be delivered concurrently as a face to face workshop class and via Zoom.

Zoom link: https://macquarie.zoom.us/j/82161239107

The format will generally follow a 1-hour lecture followed by a 2-hour group based exercise.

There is a full day field trip on Saturday 4th September. Many of the exercises undertaken on this day will support your group assessment.

All teaching will be designed and delivered to COVID safe protocols. For in-class and field trips this may require small group activities with appropriate PPE. Where students are not physically located nor cannot attend classes in Sydney, an alternative field exercise will be developed.

Please note, pending COVID-19 restrictions, there may be changes to the delivery of the unit.

ENVS8418 is a core unit for the Master of Environmental Management and Environmental Planning and is approved for inclusion in several study programs including the Master of Environmental Law. Knowledge, skills and experiences gained in this unit are useful for students who wish to pursue any career in government or consultancy related to environmental management, urban and regional planning and policy.

This unit focuses on the issues influencing environmental planning and policy in NSW, Australia with other national and international examples. It examines contemporary policy and practice affecting areas such as strategic land, biodiversity, water, mining and transport planning. There is a strong emphasis on the development and enhancement of critical analysis and constructive review of plans and policies and the development of practical skills used and required by professionals working in the field of environmental management and planning. The unit includes a field trip where students will learn and apply a range of techniques that are used to develop urban policies and plans.

Learning outcomes

On successful completion you will be able to:

• Critically assess environmental theory, plans and policies across multiple scales and jurisdictions
• Apply environmental and planning law and policy and planning skills to the decision-making process of government and industry
• Identify and critically evaluate the interests, roles and responsibilities of stakeholders involved in environmental planning decisions
• Demonstrate individual and group-based skills in research and writing for different target audiences.

Assessments summary

Task	Type	Weight (%)	Individual/Group	Due
1	Reflection on first 4 weeks of semester. This will focus on lecture and tutorial content and the additional readings set for each week	20	Individual	26 August
2	Group assignment (non-assessable class presentation on your project on 22 October)	30	Group	14 October
3	2 x quiz, skills and short answer format (content from weeks 5-12)	20	Individual	30 September 28 October
4	Briefing report (30%) – relates to one of the weeks or lectures	30	Individual	4 November

 

Delivery of the Unit

The unit is delivered by face to face and virtual mode.

The content is based on a weekly lecture program and tutorial activities supported by a core reading/s.

There is a field trip mid semester to offer interactive and authentic learning linked to the unit’s content and assessment tasks.

There is a mandatory field trip scheduled for 4th September, 2021. This will be a full day and will be based within the Sydney area. An exemption for attendance may be granted to students due to COVID or other exceptional reasons. Approval must be sought and is to be granted in advance of the 2 September.

The teaching process includes:

• Background reading by the students
• Short presentations to introduce basic concepts
• Practical workshop sessions to provide opportunities for experiential learning on tasks and through discussion with other class members (preparation is essential)
• Student presentations of tasks to be either prepared in advance or given as part of a summary of your tutorial discussions
• Talks from guest lecturers that convey the practice of sustainability and the ways change is facilitated
• A field trip to appreciate the practical, technical and socio-political aspects of environmental planning.
• Assignments that require students to apply their theoretical understanding to practice
• Assignments provide opportunities for presenting in different formats, working with people of different skills and cultural perspectives.

Students are expected to:

• Participate in workshop activities in small groups;
• Read set readings in advance for classes; and
• Follow current developments with regard to environmental planning locally and internationally.

Program schedule

Class Schedule               

Wk	Date		Lecture topic	Workshop exercise	Assessment Task
Part A Legal and policy foundations to environmental planning
1	29 July	Lecture 1 Introduction to environmental planning (Peter Davies)		Overview of course and assessments Reflection presentation and exercise
2	5 Aug	Lecture 2 Environmental planning instruments (Peter Davies)		Environmental conservation zoning and policy
3	12 Aug	Lecture 3 Sustainability within local and regional land use planning (Peter Davies)		How sustainability is defined as a planning concept
4	19 Aug	Lecture 4 Strategic planning to Environmental Impact Assessment (Malcolm Hughes)		Understanding the Review of Environmental Factors process (linked to group assessment)
5	26 Aug	Lecture 5 Urban density and housing controls (Peter Davies)		Local planning controls	Assessment 1: Due 26th August (20%)
Part B Environmental Planning in practice
6	2 Sept	Lecture 6 Sea Level Rise protection and policy (Neil Saintilan)		Coastal inundation and policy options in the Demak coastline, Java
		Saturday 4th September field trip  Meadowbank / Parramatta River
7	9 Sept	Lecture 7 Blue Carbon (Neil Saintilan)		Blue Carbon assessment of the Badu Mangrove, Homebush Bay
Mid semester break
8	30 Sept	Lecture 8 Biodiversity planning (Peter Davies)		Achieving net zero biodiversity loss 30 min in class test	Class Quiz 1 30 Sept (Assessment 3a)
9	7 Oct	Lecture 9 Integrated urban water management (Peter Davies)		Local strategic planning and community strategic planning processes
10	14 Oct	Lecture 10 Mining and the environment (Guest lecturer: Malcolm Hughes)		Rehabilitation planning and mine closure	Assessment 2: Due 14 October (30%)
11	21 Oct	Lecture 11 Environmental water allocations and the Murray Darling Basin (Neil Saintilan)		Catchment based water and planning reforms
12	28 Oct	Lecture 12 Planning for Bushfire protection (Peter Davies)		Planning for bushfire assessments	Class Quiz 2: 28 Oct (Assessment 3b)
13		No class in lieu of fieldtrip			Assessment 4: Due 4th November (30%)

 

Assessments

Assessment Tasks

1. Reflection on first 4 weeks. This will focus on the lecture, tutorial and readings (20%). Due Week 5
2. Group assignment (30%). Due week 10
3. Short in-class quizzes (2 x 10%). In Class in Week 8 and Week 12
4. Briefing report (30%) – relate to one topic presented over the course of the unit. Due Week 13

Assessment guide

Assignments are the means used to assess if you have reached the learning outcomes for the unit. The criteria by which the assignment will be marked are made clear in each case. As a rough guide, 10 marks is equivalent to about 10 hours of quality work.

Evidence of wide and comprehensive reading is required, drawing on journals, international examples, thought pieces, and reports. All ideas must be cited inclusive of the source/author. See notes on academic honesty in the Unit Guide. Unless otherwise stated in the detailed assessment guide, any recognised referencing style may be used so long as it is consistent and accurate.

Detailed information on the assessments tasks, marking criteria, and supporting resources will be provided via the iLearn site.  Assessment marks and feedback will generally be provided within 4 weeks after submission. 

Submitting assignments

All assignments must be submitted electronically on the iLearn site.

Each assignment has a separate upload site. The assignment site will usually be a ‘Turnitin’, where your work is reviewed for similarity to websites, articles or other students’ work. If you have not given credit for ideas used to the author or source you will be penalised (failure of the assignment and reporting to a disciplinary committee to determine whether you have breached the University’s Academic Integrity Policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/academic-integrity). See information on academic honesty on the iLearn site and techniques on how to avoid common plagiarism errors (https://www.students.mq.edu.au/public/download.jsp?id=201272).

 You do not need an assignment cover sheet for electronic submission to ENVS8229, it is understood that you are signing a declaration of honesty. Be sure to add your name, title of work and unit to your work.

Assessment Criteria

Assessment at Macquarie University is standards-based, as outlined in the Assessment Policy. This means that your work will be assessed against clear criteria, and these criteria (e.g. in a rubric) will be made available when the assessment tasks are released to you on iLearn. 

Marking of Assessments

Assignments will usually be marked through Turnitin with grades provided through Gradebook on iLearn. Please do not submit your assessments via email or in hard copy unless requested (e.g. a sketch or drawing).

We aim to return your assessment grades and feedback within four weeks of the date that you submitted it. We appreciate your patience and will advise you through iLearn when your marked assessments and feedback are available for viewing.

Penalties for Late Assessments

The penalty for late submission of assessments in this unit is ten percent (10 %) of the assessment value per day, calculated from the due time and date. This means that if the assignment is worth a total of 30 marks (or 30 % of the unit) you will lose 3 marks for each day it is late. This is a hefty penalty designed to make you aware of the importance of organising yourself around assessment due dates. The penalty will be applied over weekdays and weekends unless you have been granted an extension prior to the due date.

Extensions for Assessments

To obtain an extension for an assessment task, you will need to follow the formal process as outlined in the Special Consideration Policy, and you must provide appropriate supporting evidence (e.g. medical certificate - see advice for Special Consideration requests). The final decision regarding the granting of an extension lies with the unit convenor. Permission for extensions must be sought before the due date unless there are exceptional circumstances. Please let us know of problems in advance or as soon as possible, not after the event. We are likely to be much more sympathetic and able to accommodate your circumstance if you follow this advice.

Assignment 1. Reflection

Due:                                        26th August (9:00AM) (week 5)

Weighting:                             20% of your total mark

Format:                                  Reflective journal

Length:                                   1500 words (max) and up to 8 pages (including references)

The purpose of this assessment is to test your knowledge of the theory and practice of environmental and land use planning as covered in the first four weeks of semester

 

This assessment has 2 parts.

1. A weekly reflection to track your developing understanding of environmental planning, its theories and application covering the first 4 weeks of the semester.
2. The development of a portfolio of related policies, plans, reports and other documents that connect what you learnt in each class. Your examples should build from those presented in class. Students are encouraged to look outside the jurisdiction of NSW. Your portfolio should highlight examples of good, poor or different practice. This can take various forms such as text, tables (SWOT analysis) diagrams, and images. You must reference your materials.

PART A. Reflective Journal Weeks 1 – 4  

The ‘journal’ is used to document your reflective thinking about the concepts of environmental planning as covered in the first 4 weeks of semester. This is not simply a repeat of lecture/tutorial content, rather the task is designed for you to reflect more deeply on the subject matter and how land use and environmental planning is designed to make ‘better’ cities and regions. As part of your reflection you are invited to question the value proposition of key ideas and theories and posit you own ideas as to what constitutes good strategic land use and environmental planning.

As part of your reflective journal you are expected to read more broadly to deepen your understanding. This may include the references provided in the lecture but should reference other material. Your readings should also relate to Part B, your portfolio, of relevant government policies, that would point to your critical analysis of these and how they related to your understanding of the topics as presented in class.

As a guide, Part A would make up around 800 - 1,000 words of your total word count.

PART B. Portfolio

The ‘portfolio’ is a collection of ideas or references for activities that you could use in the future. This may include examples of related policies, programs, development control standards, strategic or statutory assessment tools that are designed to support environmental planning outcomes. These may relate to different scales of development planning (lot based planning controls to strategic planning at the bioregional scale) and from different jurisdictions (noting that many of the in-class examples will be New South Wales based, you are encouraged to look at other states and territories in Australia and international examples).

Your portfolio is more than a collection of plans and policies. For each example you are required to comment on why you have included this and how it related to one or more of the topics covered in the lectures and or workshop exercises as covered in the first 4 weeks. For each resource in your portfolio provide a summary so you can remember why you selected it. As a guide you should include the following information as a minimum:

• Name of policy/plan/tool etc…
• Its purpose or planning intent
• How it aims to achieve its aim or objectives
• Source (so you can find it again) and include this in your references
• A brief critical analysis.

You may additional example materials/policies as a supplementary to this assessment as a means of demonstrating your deeper connection to the subject matter. This would be over and above the page/word limit. Supplementary material will not be marked but these additional resources may prove to be useful later in the unit and for future assessments.

References

As part of your reflection and portfolio you are required to include at least 15 references.

7 of your references these should be peer reviewed literature and others may be government reports, policies, strategies, news articles etc. 

Note the references will provide evidence of wide reading on the topic and where relevant seeking to provide national and international context to ideas and theories. 

The references are not included in the page/word limit

Criteria for Assessment

Reflection (40%)

• Reflecting upon what is purpose of environmental and land use planning
• Reflecting on how strategic and statutory (development assessment) intersect
• Reflecting upon key theories that underpin strategic environmental planning
• Reflecting upon how what you have learn confronts or aligns with your own values, assumptions as well as professional knowledge.
• Reflecting upon what constitutes good practice (that may also include poor practice in order to highlight a point) in environmental and strategic planning. This reflection would also link to your portfolio.
•  

Analysis (30%)

• Evidence that you have consulted and critically assessed a wide range of sources.
•  
• Portfolio (30%)
• Include and critically assess relevant examples of environmental plans and policies
• Summarize key issues of these plans and relate this back to your theoretical understanding

Assignment 2. Group assessment

Due:                                        14 October 9:00 AM (week 10)

Weighting:                             30% of your total mark

Format: Prepare as a small group project a report or strategy based on an authentic task and write a personal reflection on the process

Maximum length: 40 pages *

This is a problem based learning and group assessment. The aim of this assessment is to strategically assess the environmental impact of a specific activity on the environment. This will require your group to prepare a Review of Environmental Factors (REF) for a swim activation site in the vicinity of Meadowbank along the Parramatta River.

The purpose of the assessment is to test your application of environmental and planning knowledge, problem based skills and working in a group. You will need to understand the legal requirements relevant to the development of a review of environmental factors, consider the specific site impacts and broader planning and policy landscape and contextualise your proposal and argue for its support.

This assessment will build on the knowledge, monitoring and observations you gain from the field trip.

*Inclusive of executive summary, visual summary, text, tables, maps, plans, photos, end/foot notes, references appendices. It is expected that this be formatted in a professional manner as though you were a consultant submitting the REF for development assessment to government or your client.

This assessment task relates to the following Unit Learning Outcomes:

• Understand and critically assess environmental plans and policies across multiple scales and jurisdictions
• Apply environmental and planning law and policy to the decision-making process of government and industry
• Identify and critically assess the interests, roles and responsibilities of stakeholders involved in environmental planning decisions
• Write for different target audiences

Topic

As a group task you are to prepare a review of environmental factors (REF) for a swim activation site along the Parramatta River proximate to Meadowbank. The REF would accompany a development application for a project. The preparation of a REF is the core business of most environmental consultants and planners. The iLearn site contains studies and reports that could be referenced. This is not exhaustive and you are expected to do additional research. Details of the proposed development and reference information will be provided in class and you will be assigned into your group prior to the field trip.

It is expected that during class time, and as part of your field work, you will start to develop an outline of what is required, identify and allocate within your group the tasks that need to be undertaken to complete your REF and use the tutorial time to discuss the assessment with the convenor.

While this is a group project, your individual contribution will be assessed through SPARKPLUS. Completing the peer review using SPARKPLUS is compulsory. If students do not complete their peer reviews they will receive zero marks for this assessment.

REF requirements

As a minimum, the REF should be informed by existing guidelines or examples of a similar activity. Any template or example needs to acknowledge that each site, project and legal and policy settings are different.  

You are encouraged to at least start with an REF  template and the associated headings. This will help you determining what to write, what may be relevant, how much attention should be given to the issue (considering page length) and what sort of information you need. Your REF should contain the following:

1. Proposal identification (Executive Summary)

• A brief statement describing the proposal
• A brief statement of the strategic need for the proposal
• Location
• Proposed operational staging (impact on existing users - if relevant)
• A list of major site and structural features
• A figure or map that provides an overview of the proposal, including key features
• The statutory framework for the carrying out the REF.

1. Project information

• Objectives
• Local and regional significance and need
• Alternative and options
• Preferred option

1. Description

• Physical environment
• Social environment

1. Construction

• What is involved
• How to minimise environmental impacts

1. Statutory and planning frameworks

• Relevant Act, SEPPs, LEPs

1. Consultation plan

• Who and how

1. Environmental assessment

This could link back or included within the description depending on complexity and your preferred structure and should be ordered by priority with the most important points first and in more detail

• Traffic and access
• Biodiversity
• Water quality
• Soil (including acid sulphate soils)
• Hydrology and flooding
• Noise
• Air quality
• Aboriginal heritage
• Non-Aboriginal heritage
• Socio-economic
• Land use
• Waste
• Resource use – community and natural resources
• Landscape character and visual impact
• Cumulative impacts
• Climate change.

1. Environmental management

Essentially how you are to manage the environmental impacts

1. Justification and conclusions
2. References

 

Resources and guidelines for preparing your response to this question:

• RMS (2014) Environmental assessment procedure for project review of environmental factors – roads. Available at: http://www.rms.nsw.gov.au/documents/about/environment/planning-and-assessment/eia-guidelines-project-review-environmental-factors.pdf
• Local Government NSW Review of Environmental Factors template: https://www.lgnsw.org.au/files/imce-uploads/127/cremf-council-ref-template.docx
• Department of Planning and Environment (2018) Preparing an Environmental Impact Assessment. Draft Environmental Impact Assessment Guidance Series June 2017. Available at: https://www.planning.nsw.gov.au/~/media/Files/DPE/Guidelines/guideline-4-draft-preparing-an-environmental-impact-statement-2017-06.ashx. Accessed 19 June 2020
• Department of Planning and Environment (2019) Secretary’s Assessment Requirements for integrated development. January 2019. Available at: https://s3-ap-southeast-2.amazonaws.com/shared-drupal-s3fs/master-test/fapub_pdf/Secretary's+Assessment+Requirements+-+25+February+2019.pdf Accessed 18 June 2020
• Lake Macquarie Council Preparing a statement of Environmental Effects: https://www.lakemac.com.au/downloads/2B25F9AA1FC53FF67EF92804C01F25969437D73E.pdf
• Department of Planning and Environment EIA: https://www.planningportal.nsw.gov.au/lodge-track-applications/lodge-your-application-or-certificate/lodge-your-application-department-0

 

Marking criteria

The final mark that each student will receive for the REF will be a moderated group mark based on the peer reviews. For further information, refer to the section below titled: Peer Review using SPARKPLUS.   

The inside front cover of your REF must contain a summary of the primary author for each section, the reviewer of the section, the overall project coordinator and who approved the final REF for submission. Note that the person that approves the REF will be the person that submits this via Turnitin.

In group work, having a peer review process is essential because takes into consideration the amount of time and effort that each member contributes to achieving the outputs (in this case, the report), as well as the different forms of contribution. Peer review allows the group mark to be adjusted for each group member accordingly.

This Assessment will enable students to develop a thorough knowledge of the REF process and how to consider an activity within an environmental and planning context.  You are expected to seek and use web sites and government data sets and apply this information at a site and regional level. This exercise is also about applied problem solving and how to design and articulate the benefits of an activity that has the least negative environmental impacts and if possible adds to the environmental amenity and capital of an area.

Criteria weighting

This is the criteria that each group will be marked against.

Criteria	%
Site analysis, data collection and interpretation                                  Each student is required to complete at least one chapter/section of the REF that relates to a description and analysis of the physical or social environment, for example biodiversity, transport, soil in addition to another part of the REF.   Full marks will be given to responses that: Demonstrated ability to research and synthesise relevant information to accurately describe the physical and / or social environment and its context to the proposed activity The response is proportional to the significance and importance to the proposed activity and or surrounding impacts There is clear evidence of critical thinking and analysis of content Effectively present the data in a form that is easily communicated and can be understood by the community and an assessment officer	40
Research skills (drawing on other REFs)          Full marks will be given to responses that: draw on and adequately reference key literature, reports and studies give consideration to and reflect on surrounding site issues and the regional context provide clear understanding of the legal context and environmental planning instruments	20
Coherency and argument   Did the REF as a whole provide the necessary information that: Adequately described the proposed activity Would enable an independent environmental assessment (to determine whether the activity should proceed, proceeded with conditions, be refused) Could be understood by the community Could instruct works (workers) on ground as to how to undertake the activity (if approved)	20
Writing and presentation                                Text is well written, clear and focused Information is communicated in a manner that enables the audience (the community, assessment officer and proponent) to easily understand the major points without the need for additional clarification Figures and tables are clear relevant and used where possible to show key data or explain concepts Presentation is of a professional standard including correct use of grammar and spelling, page numbers, table of contents, consistent font, relevant diagrams and photos Evidence of editing and review Similar writing styles	20
TOTAL	100%

 

Assignment 3. short quizZes

Description: Multiple-choice quizzes and short answer questions in class to assess knowledge of theoretical frameworks and current policy and practical approaches to making cities sustainable

Due Date: During class in Weeks 8 and 12

Format: Mix of multiple-choice questions, short answer format and skills based on material covered in Weeks 5-11 of the semester and submitted through iLearn. To complete the quizzes you may need a scientific calculator, access to Excel or similar spreadsheeting software, and a scale ruler.

Weighting Value: 20% (each quiz is 10%)

Background: This task is designed to test your knowledge of environmental planning theory, plans and policies. Quiz 1 will test your understanding of the content and application of theory from Weeks 5-7. Quiz 2 will test your understanding of the content and application of theory from Weeks 8-11. Questions may relate to the background reading, lecture materials, small group activities and fieldtrip.

Each quiz has 2 parts.

In Part A you will be required to answer 10 multiple choice questions.

In Part B you will be required to answer 5 short answer questions that test your application of theory and relevant skills.

Learning outcomes for the quizzes. By completing these quizzes you will:

• Demonstrate knowledge about the theory and practice of environmental planning
• Demonstrate the application of planning skills

The quizzes will be available through links on the iLearn site (under the ‘Assessment’ tab) from 7:00 pm on the day they are due. You will have 45 minutes to complete the quizzes.

If you have technical difficulties and cannot complete the quiz during the allotted time you will need to email the convenor ([email protected]) to apply for special consideration.

Assignment 4. Executive briefing report on an environmental policy

Due:                                        4 November

Weighting:                             30% of your total mark

Format: Write a briefing report for a government agency on a topical environmental policy or planning issue.

Maximum length:  6 pages. This is inclusive of executive summary, visual summary, text, tables, end/foot notes, appendices.

The purpose of this assessment is to deepen your understanding in one area of environmental policy. You will apply research and critical analysis skills and extend your writing and communication skills.  You will also apply your insights within an organisational context by way of evaluating the practical and policy implication.

You are required to write a briefing report for the senior executive group in a NSW local council on an environmental policy or project. You need to:

1. Select and understand deeply your topic (list below)
2. Select a relevant council and undertake background research on the council’s strategy and operations[1] to identify where and how the policy or project may have an impact (positively or negatively).[2]

 Topics

(web sites checked at 16 June 2021)

Renewable energy

• Large and small scale energy policy reforms: https://www.planning.nsw.gov.au/Policy-and-Legislation/Renewable-Energy

 

Open Spaces

• Public Space Legacy Program: https://www.planning.nsw.gov.au/Policy-and-Legislation/Planning-reforms/NSW-Public-Spaces-Legacy-Program
• Greener Places design framework: https://www.governmentarchitect.nsw.gov.au/policies/greener-places

 

Transport and planning

• Parramatta Light Rail: https://www.transport.nsw.gov.au/tags/parramatta-light-rail
• Western Sydney Aerotropolis: https://www.planning.nsw.gov.au/Plans-for-your-area/Priority-Growth-Areas-and-Precincts/Western-Sydney-Aerotropolis

Environment

• Environment SEPP: https://www.planning.nsw.gov.au/Policy-and-Legislation/State-Environmental-Planning-Policies/Draft-Environment-SEPP
• NSW Coastal Management Framework: http://www.planning.nsw.gov.au/Policy-and-Legislation/Coastal-management and https://www.environment.nsw.gov.au/topics/water/coasts/coastal-management/framework.
• NSW Draft Water Strategy: https://www.industry.nsw.gov.au/water/plans-programs/strategy

Bushfire planning

• Planning for Bushfire Protection: https://www.rfs.nsw.gov.au/plan-and-prepare/building-in-a-bush-fire-area/planning-for-bush-fire-protection

New planning horizons

• Planning for liveability and wellbeing: http://gsc-public-1.s3.amazonaws.com/s3fs-public/30-03-2017_LiveabilityFramework_Final.pdf

 

You may like to choose your own topic, but you MUST check this with the convenor first.

The briefing report:

1. MUST use the template provided (no deviations).
2. Is to be written following government writing style guidelines (12 point font Aerial).
3. Can assume the reader is familiar with the topic areas but not the intricate details or implications, thus this should be your focus. For example, there is no need to go back to basics explain foundational concepts (e.g. what is climate change and its relationship to sea level rise), rather the focus should be the impact of the policy or reform to your audience.
4. Must contain a visual summary. This is an additional communication exercise designed to broaden your skills and demonstrate through knowledge of the subject matter and its impact through a diagram, sketch, pictorial or other visual means. It also serves as an important communication device that would be included for example in a power point presentation, on a web page or other media.

This assessment task relates to the following Unit Learning Outcomes:

• Understand and critically assess environmental theory, plans and policies across multiple scales and jurisdictions
• Apply environmental and planning law and policy and planning skills to the decision-making process of government and industry.
• Identify and critically assess the interests, roles and responsibilities of stakeholders involved in environmental planning and policy decisions.
• Develop individual and group writing and research skills for different target audiences

 

Template  HEADINGS

Executive summary	1 page max
Visual summary	1 page max
Rationale
Context
Consultation
Author details

 

Executive Summary

(the following headings are to be used for your summary)

(must not exceed 1 page)

TITLE Add a one-line title

Write a core message summarising the briefing in no more than 3 sentences and up to 5 lines. Summarise the issue, the Department’s analysis of the issue and the actions that should follow. You can structure the core message with 1 sentence each on the topic, the analysis and the action, being sure to capture why the Minister should support the recommendation.

 

Key Information

Start with minimal descriptive context of the topic and the issues it raises. Limit this to 1 or 2 paragraphs. Place most of the traditional ‘Background’ in the ‘Context’ section over the page if further detail is needed.

Foreground your analysis of the issue

As briefly as you can, discuss the analysis that supports your recommendation, capturing the main conclusions about the topic and the reasons supporting the recommendation.

If your readers need more extensive analysis, include the most important elements on the first page and place any further detail in the ‘Rationale’ section over the page.

Use analytical headings to structure your key information

Structure this page by your analysis of the issue rather than by the narrative of the research.

Your main reasons should appear in one-line analytical headings, and the text under each should briefly justify each reason and support it with evidence.  The Executive members should be able to read the core message, scan the headings and understand the essence of the briefing and the reasoning for the recommendation.

Be as concise as possible

Consider your reader’s needs rather than the level of detail you may prefer. How much information does the Executive really need to understand and act on your recommendation?

In more complex briefings, foreground the most important information on the first page, then follow with supporting information. The Executive can decide how much detail he needs.

In simpler briefings, you do not need to write any text for the ‘Rationale’ or ‘Context’ sections if you can fit everything on 1 page, but include the media and consultation table.

Make sure the key information and recommendation do not go over 1 page.

Write in plain English and delete instructions

Prefer short words and sentences, write in the active voice and avoid jargon and clutter.

Delete or overwrite all instructional text in this template.

Minimise the use of references here unless they relate specifically to the subject matter. The body of the report is where the supporting references or document should lie

Financial Implications

This should include both funding and financial impacts. Funding implications include cost, total budget, funding source. Financial implications include information on any potential broader risks for government (e.g. even though no additional funding is being sought, there may be a change in a pattern of service delivery, or if the recommended project is not funded there may be wider financial implications for government). In the real world your report would be considered by the Finance Directorate to ascertain the funding implications and their comment and analysis would be included in this section (or in more detail in the main body of the report).

Recommendations

That the Executive Group.....

i.e. What do you want them to agree on? This could be simple maintain a watching brief on the issue, commission a more detailed study, implement a specific program or policy,….

VISUAL SUMMARY 

(1 page max)

RATIONALE

Do not repeat key information from the executive summary

This is the main ‘discussion section’ and is designed to provide more detail examining the implications of the policy on your organisation and support your recommendations.

As you are writing from the perspective of a local council you should reference documents contained as part of the council’s integrated planning and reporting framework  including the 10 community strategic plan, Operational Plan and Delivery Program and documents linking to the Local Environment Plan (or if available Local Strategic Planning Statements). Your understanding of the council should extend to the impact of relevant state government plans such as Regional (metro) or District Plan (see Greater Sydney Commission web site) and Premier’s Planning Priorities.

This section should add further analysis of the policy/framework and provide the necessary support for your conclusions (that would point to your recommendations), opinion, reasons, evidence, and explanation.

You may like to support your analysis with other research as to the efficacy and evidence of the policy and how it may / or may not reach its intended aims (i.e. demonstrate your broader reading, research and critical analysis). This is where you add value to the organisation by drawing in other lines of evidence and sources that enrich the understanding of the issue and its potential impact.

This section is not a summary of background, process, history, basic facts – as this in a summary form can go in the context section).

This section should also explain why the recommendation is the best approach for the organisation/department. In this context you should consider:

• the risks and benefits of the recommendation
• how the risks can be mitigated or realised (i.e. is there a need to change in internal procedures, processes or priorities)
• the risks and benefits of alternatives, including status quo.

CONTEXT

Add further context only if needed

Do not repeat the descriptive information that you included at the start of the ‘Key information’ section. This ‘Context’ section is for additional background detail that the Minister may turn to after reading the most important points.

You may include a chronology of events (to summarise how the policy has changed and to highlight key impacts) - this can be used as part of providing a short history of key events, policies, legislative change.

Your context section must also contain a comparative brief analysis of this policy in reference to three similar approaches (within Australian or overseas). This analysis needs to demonstrate your understanding of the specific policy intent in reference to others and comment whether it is best practice or where the Council may have room to improve if it wanted to be the exemplar of environmental policy reform.

Your comparative analysis should also comment on what your current organisation is doing in relation to the subject matter (noting that the direction for change would be included in the rationale section).  This will require you to do a bit of web searching (and by doing this you will become more familiar with the roles and responsibilities of council)

CONSULTAITON

This section will be hypothetical for you, but the intention of including it is to get you to consider how and who you would consult on the subject matter. This could relate to sections within the council (not names) and you should look at the organisational structure on the web as a guide to who or what sections would be necessary or important to consult.

This is an important part of a briefing paper as it services to demonstrate the integrated nature of environmental issue. Ideally this section will be written from the perspective that you have already consulted within your agency/council. It may also outline what additional consultation is required (that would also be reflected in the recommendations)

[1] Details on what is a Community Strategic Plan in NSW can be found at: https://www.olg.nsw.gov.au/councils/integrated-planning-and-reporting/framework/community-strategic-plan

[2] For information on various palms and project you may like to visit the State Government’s Planning Portal https://www.planning.nsw.gov.au/Plans-for-your-area