ABB241 Landscape Design 3: Planting Design


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Unit Outline: Semester 1 2026, Gardens Point, Internal

Unit code:ABB241
Credit points:12
Pre-requisite:(ABB101 or ABD101 or DAB101 or DLB101 or DTB101) and (ABB103 or ABD103 or ABB104 or ABB106 or ABD106 or DYB111 or DYB113)
Equivalent:DLB204
Coordinator:Alessio Russo | alessio.russo@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

 

This second‑year landscape architectural design unit builds on your introductory‑level design visualisation skills and knowledge of design principles. An understanding of plant species, characteristics and design considerations is critical to the work of landscape architects, and this unit introduces you to the basic principles and processes of planting design. You will engage in a series of design processes to develop knowledge of plant classification, plant forms and functions, the effects of physical conditions on planting design, the importance of plants for sustainability, site history and character, and the implications of plant selection, procurement and maintenance.  You will apply this knowledge to plan, develop and communicate a site‑based planting design using industry‑standard communication conventions. The knowledge and skills acquired in this unit will inform your work in your ongoing design units and in Landscape Ecologies.

 

Learning Outcomes

On successful completion of this unit you will be able to:

  1. Understand and apply theoretical, practical and cultural knowledge and skills related to sustainable planting design.
  2. Analyse and respond to environmental and cultural scenarios to plan, develop and complete an appropriate planting design proposal.
  3. Effectively communicate a planting design using industry-standard visual and written conventions.

Content

The major topics covered in this unit include: 

  • Plants as a critical component of sustainability
  • Western plant classification 
  • Plant families and species 
  • Plant functions and ecosystem services 
  • Native and endemic species 
  • Invasive species
  • Effects of physical conditions and processes on planting design such as landform, soils, solar access, hydrology 
  • Influences of site history and character on planting design such as Indigenous plant knowledges, planting heritage, landscape typologies 
  • Processes of plant selection and procurement 
  • Planting design principles and processes 
  • Planting design visual and written communication conventions 

Learning Approaches

This unit engages you in your learning through:

Individual and group learning via in‑class lectures and studio activities that introduce and explore plant identification and the fundamental principles and processes of planting design;
Individual learning through the continuation and refinement of these studio activities outside class time;
Individual learning through the planning, development and communication of a planting design project.

Feedback on Learning and Assessment

Feedback will be provided by: 

  • Formative feedback on exercises in the form of verbal feedback from peers and academic staff. 
  • Summative review of submitted assessments in the form of verbal or written feedback from academic staff and criteria-referenced assessment rubrics.

Assessment

Overview

 

This unit includes two assessments. These have been designed to enable you to understand and apply introductory level knowledge of plants, as well as the basic principles and processes of planting design.

The first assessment is a portfolio that includes Site Analysis, Planting Palette, and Concept. It combines foundational plant knowledge such as plant identification, plant forms and functions, and Western plant classification with analysis of physical site conditions, site history, cultural influences, and sustainability considerations. You will also explore implications for plant selection, procurement and maintenance to support long term success. Together, these components establish a basis for developing appropriate and sustainable planting design strategies. In the second assessment, Planting Design Project, you will apply this knowledge to plan, develop and communicate a site based planting design using industry standard visual and written conventions.

 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Portfolio (Site Analysis, Planting Palette, Concept)

 

In this assessment you will create a planting design portfolio in response to a design brief for a real site. The portfolio includes three integrated components: Site Analysis, Planting Palette, and Concept. Together, these elements introduce you to the fundamental principles and processes of planting design.

During studio you will work individually and in groups to undertake a sequence of design activities involving outdoor observation, spatial analysis, research, drawing and discussion. After each studio session, you will individually develop and refine this material, compiling it into a written and illustrated portfolio for assessment.
Your Site Analysis will examine the physical, environmental and cultural conditions of the site, including microclimate, soils, landform, existing vegetation, spatial structure, circulation, and site character. You will identify opportunities and constraints, considering how plants shape space, create enclosure, define edges, influence microclimate, and contribute to ecological function.
Your Planting Palette will demonstrate your understanding of plant identification, forms, functions, ecological requirements and growth habits. You will consider the spatial and visual roles of plants (form, line, texture and colour), their suitability for the site conditions, seasonal change, long‑term growth, and implications for establishment and maintenance.
Your Concept will synthesise your analysis and plant knowledge into an initial planting strategy for the site. You will communicate how plants can structure outdoor space, guide movement, support habitat, express character, and contribute to environmental, social and cultural sustainability.

 

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Weight: 50
Length: Compilation of six weeks of sequenced studio work into a planting design portfolio for submission, as per the specifications provided in Canvas.
Individual/Group: Individual
Due (indicative): Week 7
Related Unit learning outcomes: 1, 3

Assessment: Planting Design

In-class activities will support and extend your application of the knowledge gained in Assessment 1 to plan, develop and communicate a site-based planting design focused on sustainability, using industry-standard communication conventions. This will include a visual and written Planting Design Concept, a Planting Plan and a Plant Schedule.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Weight: 50
Length: A3 sheets in landscape format, combined into a single PDF, sufficient to accommodate the content requirements as specified in Canvas.
Individual/Group: Individual
Due (indicative): Week 13
Related Unit learning outcomes: 1, 2, 3

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Required and recommended readings and resources will be identified on Canvas prior to and during semester. 

Risk Assessment Statement

All commencing students are required to complete the Mandatory Safety Induction

There are no extraordinary risks associated with the classroom/lecture activities in this unit. Field trips will be undertaken and all students will be required to abide by the prescribed risk assessment actions. 

Course Learning Outcomes

This unit is designed to support your development of the following course/study area learning outcomes.

AB01 Bachelor of Built Environment (Honours)

  1. Apply theoretical, practical and cultural knowledge and skills across a range of disciplines and specialist knowledge and skills in one built environment area.
    Relates to: Portfolio (Site Analysis, Planting Palette, Concept), Planting Design
  2. Design and critically evaluate sustainable and creative solutions to social, economic, technological and environmental challenges.
    Relates to: Planting Design
  3. Communicate knowledge, ideas and creative solutions in diverse modes, for a range of contexts and diverse audiences.
    Relates to: Portfolio (Site Analysis, Planting Palette, Concept), Planting Design
  4. Plan, develop and complete research and other projects.
    Relates to: Planting Design