Course Content Pages

• Main Site Front Page
• Contact HCA Academy
• -- Acknowledgements
• -- Disclaimers
• -- Contact us
• Base course content page
• -- welcome to train&sustain
• -- About train&sustain
• -- How to use train&sustain
• -- Possible audiences for train&sustain
• -- Case studies of use
• -- Case study 1 : Members of local partnerships
• -- Case study 2 – Members of community groups and forums
• -- Case study 3 – Teachers and trainers
• -- Case study 4 – Sustainable communities practitioners
• -- Case study 5 – Mixed group of academics, professionals and community representatives
• -- Addressing the needs of the audience
• -- Hints and tips
• -- Preparing a session
• -- Workshop audience(s)
• -- Inviting and briefing the audience
• -- Using the workshop in combination with other activities
• -- Suggested workshop timetables
• -- Workshop environment and dynamics
• -- Things to think about
• -- Delivering a session
• -- Introducing the workshop
• -- One-hour workshop
• -- Half-day workshop
• -- Full-day workshop
• -- Workshop elements
• -- Introduction: 10 minutes
• -- Thinking about sustainable communities - the local picture: 40 minutes
• -- Thinking about sustainable communities - the bigger picture: 30 minutes
• -- Roles, responsibilities and perspectives: 20 minutes
• -- Skills for sustainable communities: 40 minutes
• -- Plenary: 10 minutes
• -- Learning points
• -- Annotated slides
• -- Notes on the videos and possible issues
• -- Notes on conducting the activities and possible issues
• -- Following up a session
• -- Resources
• -- Examples
• -- Active, inclusive and safe examples
• -- Thriving examples
• -- Environmentally sensitive examples
• -- Fair for everyone examples
• -- Well run examples
• -- Well designed and built examples
• -- Well served examples
• -- Well connected examples
• -- Communicating examples
• -- Personal development examples
• -- Collaborative working and sharing best practice examples
• -- Vision and leadership examples
• -- Ways of acting examples
• -- Making things happen and keeping them on track examples
• -- Case studies
• -- East Midlands
• -- East of England
• -- London
• -- North East
• -- North West
• -- South East
• -- South West
• -- West Midlands
• -- Yorkshire and Humber
• -- Sources of additional case studies
• -- Publications on sustainable communities
• -- Who's who
• -- The key stakeholders
• -- Delivery vehicles
• -- New Town Development Corporations
• -- Urban Development Corporations (UDCs)
• -- Urban Regeneration Companies (URCs)
• -- City Development Companies (CDCs) / Economic Development Companies (EDCs)
• -- Special purpose vehicles
• -- Some examples of delivery vehicles
• -- Local Strategic Partnerships (LSPs) and Partnership Boards
• -- The people involved: core professions
• -- People who plan, design and develop communities
• -- People responsible for community development activities
• -- Other people who contribute to the sustainable communities agenda
• -- The people involved: core built environment professions
• -- How they see themselves: Architects
• -- How they see themselves: Civil engineers
• -- How they see themselves: Highways and transportation engineers
• -- How they see themselves: Landscape architects
• -- How they see themselves: Structural engineers
• -- How they see themselves: Surveyors
• -- How they see themselves: Town planners
• -- How they see themselves: Transport planners
• -- The people involved: associated occupations
• -- The wider community
• -- Why did Egan single these particular occupations out?
• -- Lead organisations on skills and capacity building
• -- HCA Academy
• -- Regional Centres of Excellence for Sustainable Communities
• -- Other organisations
• -- Links
• -- Government web sources
• -- Other useful web sources
• -- List of organisations
• -- Regional Centres of Excellence for Sustainable Communities
• -- Glossaries
• -- Picture gallery
• -- Active, Inclusive and safe
• -- Balsall Heath
• -- Street Art
• -- Busy high street
• -- Doncaster
• -- High street location
• -- Meadowhall
• -- Mosque
• -- Rural children
• -- School crossing
• -- Winter gardens
• -- Well run
• -- Local residents
• -- Barnsley town hall
• -- Community warden
• -- Waste disposal
• -- Street corner
• -- Cycle shelter
• -- Pensive face
• -- Contentment
• -- Meeting
• -- Rural shop
• -- Well connected
• -- Doncaster airport
• -- Markaet customers
• -- Beach huts
• -- Vibrant waterways
• -- School bus in Hebden Bridge
• -- Cycling safely
• -- Traffic management
• -- Park and ride
• -- Rural bus services
• -- Supertram
• -- Well served
• -- Professional planning
• -- Signposts in Balsall Heath
• -- Balsall Heath community shops
• -- Public services
• -- The Metropolis
• -- Good schools
• -- Religious tolerance
• -- Local policing
• -- Respect for rural area
• -- University education
• -- Environmentally sensitive
• -- Balsall Heath housing
• -- Balsall Heath towers
• -- Cooling towers
• -- Waste recycling
• -- Rural communities
• -- Managed coastlines
• -- Domestic waste recycling
• -- Conservation
• -- Energy from the sun
• -- Energy from the Wind
• -- Fair for everyone
• -- Family group
• -- School children
• -- Shop front display
• -- Hospital
• -- Local bus services
• -- Lovers
• -- Rural services
• -- Rural residents
• -- Rural post office
• -- Homelessness
• -- Thriving
• -- Commercially active
• -- Boarded up
• -- Charity shops
• -- High street clones
• -- High street clone zone
• -- Food market
• -- Goods and services
• -- Manufacturing decline
• -- Healthy population
• -- Science park
• -- Well designed and built
• -- Balsall heath construction
• -- Balsall Heath terrace housing
• -- Balsall Heath contemporary housing
• -- Balsall Heath apartments
• -- Beeston legacy housing
• -- Elegant city square
• -- Access for physically disadvantaged groups
• -- Contemporary housing
• -- Rural environments
• -- Rural living
• -- Learning activities
• -- Discussion topics
• -- Discussion topics for practitioners
• -- What do you like about your neighbourhood?
• -- What are the drivers of the sustainable communities agenda?
• -- What would you expect to find in a sustainable community?
• -- What skills are required to deliver sustainable communities?
• -- Possible discussion topics for use with a variety of audiences
• -- What is a community?
• -- What is sustainability?
• -- What is a sustainable community?
• -- The drivers of the sustainable communities agenda
• -- The components of a sustainable community
• -- Sustainable communities strategies and policies
• -- National patterns of growth and change
• -- Accommodating growth
• -- Patterns of regeneration and change
• -- Regenerating older communities
• -- The rural dimension
• -- Key roles and responsibilities
• -- The core built environment professions
• -- The wider community
• -- Perspectives on sustainable communities
• -- Skills and understanding
• -- Generic skills
• -- Ways of thinking and acting
• -- Putting sustainable communities skills into practice
• -- Paper-based activities
• -- Describing your community using local pictures
• -- Thinking about where you live
• -- Brainstorming the main drivers of the sustainable communities agenda
• -- What skills are needed by people involved in sustainable communities?
• -- Evaluating good practice using case studies
• -- Audio-based activities
• -- Video-based activities
• -- Web-based activities
• -- Picture-based activities
• -- Additional sources for activities
• -- About sustainable communities
• -- What is a sustainable community
• -- Thinking about where we live and work
• -- Considering community
• -- Definition of a community
• -- Community empowerment
• -- Community cohesion
• -- What is sustainability?
• -- Sustainable development and the environmental context
• -- Sustainable development strategies and policies
• -- So what is a sustainable community?
• -- Why sustainable communities are important
• -- What characteristics should a sustainable community have?
• -- The components of a sustainable community
• -- What makes a successful sustainable community?
• -- The economy
• -- Environmental performance
• -- Range and quality of services
• -- Transport and communications
• -- Social and cultural dimension
• -- An attractive place to live
• -- A well run community
• -- Equality of opportunity
• -- What might an unsustainable community look like?
• -- The national context
• -- The context of economic and social change
• -- The bigger picture
• -- The key drivers
• -- Addressing the need for housing
• -- Countering the adverse affects of climate change
• -- Improving and fostering social cohesion
• -- The challenges
• -- The national pattern of growth
• -- Growth Points
• -- Eco-towns
• -- Urban extensions and green belt development
• -- The main growth areas
• -- The Thames Gateway
• -- Milton Keynes – South Midlands (MKSM)
• -- The M11 corridor
• -- Ashford
• -- Regeneration and change
• -- The Northern Way strategy
• -- Patterns of regeneration
• -- Examples of major regeneration projects
• -- Rural regeneration
• -- The challenges
• -- Rural regeneration strategies and policies
• -- The pattern of rural regeneration
• -- What are the main strategies relating to sustainable communities?
• -- Funding for sustainable communities
• -- Funding for growth
• -- Funding for regeneration
• -- How did we get to where we are now?
• -- Who's Who
• -- Different perspectives
• -- The individual’s perspective
• -- The core professional’s perspective
• -- Relationships between the core professions
• -- The perspectives of the associated occupations
• -- The business perspective
• -- The development sector perspective
• -- The wider community perspective
• -- Consultation and engagement – some definitions
• -- The benefits of community engagement
• -- Some pitfalls of community engagement
• -- Skills for sustainable communities
• -- The response to date
• -- The Egan Review
• -- Mind the Skills Gap: the skills we need for sustainable communities
• -- The supply of skilled professionals
• -- What skills are needed?
• -- Generic skills
• -- Personal attributes and qualities
• -- Ways of thinking
• -- Ways of acting or working
• -- Characteristics
• -- What are the implications?
• -- Generic Skills
• -- A detailed look at Egan’s generic skills
• -- Generic skills and the core professions
• -- What are the implications?
• -- Key questions
• -- What is the sustainable communities strategy?
• -- What are the main factors driving current strategy?
• -- Who is responsible for sustainable communities?
• -- Why is the approach important?
• -- Can communities be created or do they just develop over time?
• -- How the sustainable communities approach differs from what has gone before
• -- What is the difference between sustainable communities and sustainable development?
• -- What is the difference between sustainable communities, place-making and place-shaping?
• -- What is the difference between sustainable communities and regeneration?
• -- What is the difference between sustainable communities and planning?
• -- What are the main technical skill shortages?
• -- Are new skills needed to deliver sustainable communities?
• -- Who needs skills development?
• -- Who needs generic skills?
• -- What can be done to encourage more people to get involved?
• -- Is it about changing how people act?
• -- Is it about changing how people think?
• -- Who will deliver the skills?
• -- How can the understanding of sustainable communities be improved?
• -- How can cross-occupational working be improved?
• -- How can we avoid reinventing the wheel?
• Mainsite front page

Download Library Pages

• Discussion topics
• About sustainable communities
• Workshop timetables
• Feedback form
• Case studies
• Presentation-related resources
• Learning activities
• -- Paper-based
• -- Audio-based
• -- Video-based
• -- Web-based
• Additional sources of activities

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