Outline

Overview

In this unit you will develop skills in the methods and practices of conservation management at a professional level, and apply the theory taught in the course in practical, on-site projects. The unit focuses on culturally significant structures and cultural landscapes and includes: understanding the process of significance assessment; identifying, describing and analysing elements of the chosen place; reading and interpreting historic fabric; historical and archival research methods; material and stylistic analysis; and the development of conservation policies to guide future management. A range of guests from government and industry provide insights into current challenges and accepted practice. At the end of the unit the student will successfully demonstrate an understanding of the Australia ICOMOS Burra Charter and the ability to prepare, in accordance with current accepted professional practice, a conservation plan of a place or places of cultural significance.

Unit details and rules

Academic unit	Urban and Regional Planning and Policy
Credit points	12
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Caitlin Allen, caitlin.allen@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	ASSESSMENT 3: Conservation management plan Written assessment.	40%	Formal exam period Due date: 08 Nov 2026 at 23:00 Closing date: 04 Dec 2025	No set word limit.	AI allowed
Outcomes assessed:
Evaluation	ASSESSMENT 4: Group participation report Written assessment	10%	Formal exam period Due date: 11 Nov 2026 at 23:00 Closing date: 02 Dec 2025	1 page	AI allowed
Outcomes assessed:
Written work	ASSESSMENT 1: CMP sections - investigation and significance assessment Written assessment	40%	Week 08 Due date: 27 Sep 2026 at 23:59 Closing date: 18 Oct 2026	No set word limit	AI allowed
Outcomes assessed:
Interactive oral	ASSESSMENT 2: Interactive Oral Assessment Interactive Oral Assessment on the heritage assessment process. The students will read some material relating to heritage significance and be asked to discuss their understanding of the significance of a particular case study.	10%	Week 12 Due date: 28 Oct 2026 at 13:00 Closing date: 11 Nov 2026	15 min reading time 10 min discussion	AI prohibited
Outcomes assessed:
= group assignment ?

Assessment summary

Significance assessment and statement of significance: While the historic research and site analysis will be carried out as a group, this assignment requires each student to prepare (in written form) a summary of the site’s history and description, followed by an analysis of the seven major criteria for significance and a statement of cultural significance of each group’s chosen site.
Conservation management plan: As a group, students will prepare a brief presentation on the site, containing a statement of significance and draft policies. This assignment requires students to work in a group to prepare a written Conservation Management Plan for a place nominated from the list provided.
Group participation report: Each student will be required to complete a 1-page submission outlining the involvement of themselves and their colleagues in the group project.
Students should be present and engaged in their learning during classes. Late arrival/early departure will be deemed as an absence. Students who do not meet the minimum 90% threshold, who have reasonable evidence to support their absence, may be offered the opportunity to sit an alternative assessment to pass this unit at the discretion of the unit coordinator.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of outstanding quality, demonstrating mastery of the learning outcomes assessed. The work shows significant innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or exceptional skill.
Distinction	75 - 84	Work of excellent quality, demonstrating a sound grasp of the learning outcomes assessed. The work shows innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or superior skill.
Credit	65 - 74	Work of good quality, demonstrating more than satisfactory achievement of the learning outcomes assessed, or work of excellent quality for a majority of the learning outcomes assessed.
Pass	50 - 64	Work demonstrating satisfactory achievement of the learning outcomes assessed.
Fail	0 - 49	Work that does not demonstrate satisfactory achievement of one or more of the learning outcomes assessed.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit introduction; CMPs and their role; conservation principles and processes	Seminar (4 hr)
Week 02	Introduction to the NSW Department of Communities and Justice (DCJ) client and courthouse sites; history of courthouses in NSW; site visit methods and team approaches.	Seminar (4 hr)
Week 03	Heritage histories, sources and themes; research methods; introduction to State Library collections (site visit); collections-based research visit.	Seminar (4 hr)
Week 04	Heritage values and significance frameworks; comparative analysis; heritage values workshop.	Seminar (4 hr)
Week 05	Understanding and acknowledging Country; fabric investigation; archaeological assessment and interpretation.	Seminar (4 hr)
Week 06	Cultural landscapes; curtilages; use and adaptation; communicating site analysis.	Seminar (4 hr)
Week 07	Applying NSW heritage significance criteria; gradings of significance; courthouse significance workshop.	Seminar (4 hr)
Week 08	Policy development principles; working with evidence; assessment discussions; supported project development.	Seminar (4 hr)
Week 09	Understanding client needs; opportunities and constraints; policy development in practice.	Seminar (4 hr)
Week 10	Anzac Memorial site visit; site-based investigation and analysis.	Seminar (4 hr)
Week 11	Feedback on assessment 1; advice on assessment 2; supported group work session.	Seminar (4 hr)
Week 12	Conservation policy workshop; interactive oral assessments; professional perspectives on heritage policy development.	Workshop (4 hr)
Week 13	Student presentations and review of CMP outcomes.	Seminar (4 hr)

Attendance and class requirements

Attendance: Attendance at all site visits and field trips is a mandatory requirement of the course. Failure to attend all such events without approved Special Consideration will result in assessment being withheld.

Students must attend 90% of this unit's timetabled activities to satisfy attendance requirements, or risk failing the unit. Late arrival or early departure will be deemed as an absence. Students who are unable to attend class due to illness or misadventure must provide reasonable evidence to support their absence to be considered for an exemption from the attendance threshold. In this case, students may be offered the opportunity to complete an alternative assessment to meet the pass requirement for the unit.
Students are expected to be actively engaged in their learning during class. This includes coming to class prepared (e.g. completed readings etc) and making respectful and appropriate contributions to class discussions.
Students should refer to the School of Architecture, Design and Planning resolutions for specific information relating to attendance and participation.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

All readings will be in the Canvas modules for each week.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Apply professional conservation management methods to the assessment, documentation, and management of culturally significant buildings, sites, and cultural landscapes. (Aligns with CLO1, CLO5; Graduate Qualities: GQ1 Depth of Disciplinary Expertise, GQ7 Interdisciplinary Effectiveness)
LO2. Undertake heritage significance assessments in accordance with accepted citeria to inform conservation decision‑making. (Aligns with CLO1, CLO4; Graduate Qualities: GQ1 Depth of Disciplinary Expertise, GQ2 Critical Thinking)
LO3. Conduct historical, archival, and fabric-based research, including material and stylistic analysis, to support evidence‑based conservation management. (Aligns with CLO4, CLO5; Graduate Qualities: GQ4 Information and Digital Literacy, GQ1 Depth of Disciplinary Expertise)
LO4. Develop conservation policies and management strategies that respond to significance, condition, use, and change, and meet accepted professional standards. (Aligns with CLO5, CLO6; Graduate Qualities: GQ2 Critical Thinking, GQ8 Integrated Professional and Ethical Identity)
LO5. Apply the principles of the Australia ICOMOS Burra Charter critically and appropriately in the preparation of a Conservation Management Plan for a real‑world client. (Aligns with CLO1, CLO2, CLO7; Graduate Qualities: GQ1 Depth of Disciplinary Expertise, GQ8 Ethical Identity)
LO6. Work professionally with government, industry, client stakeholders, and team mates demonstrating ethical judgement, reflective practice, and awareness of contemporary conservation challenges. (Aligns with CLO7; Graduate Qualities: GQ8 Integrated Professional and Ethical Identity, GQ9 Influence)
LO7. Communicate conservation analysis and recommendations clearly and professionally through the preparation of a Conservation Management Plan and supporting documentation. (Aligns with CLO4, CLO7; Graduate Qualities: GQ3 Communication, GQ9 Influence)

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Reviewed class activities and invited guests to ensure a balance of disciplinary knowledges and professional competencies are represented.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

ARCH9028: Conservation Methods and Practices

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links