Cabe school design presentations

Successful school design Effective graphic approaches

Introduction

An essential part of any review by CABE’s schools design panel is their visual presentation by design teams.

To help teams find the best way to present proposals on the eight A1 sheets that the panel requires, CABE commissioned four architects to develop example drawings to illustrate different graphic approaches to communicating school designs.

Each set of drawings explains the proposed design and conveys how it conforms to the 10 criteria that CABE’s panel uses to assess schemes.

These graphic approaches are not meant to prescribe a fixed template or graphic style, but rather to demonstrate the scope and content of information required to illustrate different schemes, so that they can be easily understood and effectively reviewed.

The schools design panel looks for straightforward and succinct graphic presentations in which design strategies are clearly defined and translated into a cohesive proposal.

Diagrams are extremely useful to convey strategic thinking across the project. Together with coherent architectural drawings, the presentation should deliver a comprehensive picture of the school design.

The 10 CABE criteria should be seen as a framework for the assessment of school designs rather than a method of structuring the presentations.

Further detail on the presentation requirements and working through the assessment criteria can be found in the other two

publications that accompany this one in CABE’s Successful school design series: How CABE’s schools design panel works and Questions to ask.

The four example presentations represent anonymous designs for Building Schools for the Future schools. They include a range of sites and projects, each with its own aspirations and challenges.

Their locations vary and include a new build/refurbishment in an urban conservation area; a new build in a rural conservation area that co-locates a mainstream school and a special needs unit; a new build/refurbishment in a constrained urban site; and a new build in a rural village.

The presentations represent the level of material submitted at the final bid submission of the schools design panel process. Initial bid submissions may not be as polished, but presentations should continue to cover the strategies and design proposal. The panel needs to understand the strategies that are translated into the design.

Photographs of presentation models displayed at the review alongside the eight A1 drawings are also shown here.

Models are not specifically required or submitted in all cases, but they can be a useful tool for supporting drawings and presenting the scheme three-dimensionally. Models are particularly useful when they illustrate the immediate context, the character of the site, including its topography, the proposed massing and building arrangement, and school grounds provision. Clear sketch models are welcome.

2

Presentation 1: new build/ refurbishment in urban conservation area

This proposal aims to provide 21st-century teaching and learning spaces through an educational model that organises the school into departments. It is mix of refurbishment and new build to an existing 1930s school in an urban conservation area. Existing accommodation will be rationalised to create a welcoming entrance, improve the location of departments such as science, enable accessibility and circulation in and around the school, and provide inspiring social spaces.

The design is informed by the need to replace a number of buildings that have come to the end of their lives, physically and educationally, with state-of-the-art facilities that allow innovative teaching techniques, for example, wet and dry science areas. Pupil and vehicle access to the school are combined; pupil circulation is not clear and did not meet Disability Discrimination Act requirements. The design seeks to simplify student movement and use the limited outdoor spaces to their full potential, providing a range of external teaching and social facilities, such as a first floor roof deck as an outdoor teaching space.

The local community will continue to use sports, drama and hall areas, and may also use the new social hub adjacent to the dining area.

3

01

Location and place

%DUCATION 6ISION FOR THE FUTURE OF 8 3CHOOL s /RGANISE SCHOOL DEPARTMENTALLY s 3IMPLIFYING CIRCULATION THROUGHOUT THE SCHOOL s %NSURING THE SCHOOL PROVIDES GOOD COMMUNITY USE s .EW STUDENT ENTRANCE AND SOCIAL SPACES s 0LACING 3%. AT THE HEART OF SCHOOL s 3CHOOL SPECIALISM IS 0ERFORMING !RTS s 3USTAINABILITY AT AT THE CORE OF DESIGN s %NSURING THE SCHOOL IS $$! COMPLIANT AND THE SCHOOL IS FULLY INCLUSIVE s )MPROVING THE DINING FACILITY

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!ERIAL PHOTO SHOWING THE MAIN S FACADE WHICH HAS AN IMPORTANT CIVIL PRESENCE WITHIN THE CONSERVATION AREA AND THE NEW SCHOOL BUILDINGS TO THE 3OUTH WHICH ARE UTILISED BY THE COMMUNITY

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"US STOPS (OSPITAL

2AIL STATION 5NIVERSITY 0RIMARY #ARE 4RUST

!ERIAL PHOTOGRAPH ILLUSTRATING THE RELATIONSHIP WITH NEIGHBOURHOOD

School Name

Bidder

This drawing sets out the basis for the project by defining the key education objectives, an analysis of the site and its buildings, the school’s relationship with its surroundings, and environmental characteristics across the site, such as prevailing wind direction and sun paths.

4

02

Existing buildings )SSUES WITH EXISTING SCHOOL BUILDINGS s 0OOR WAYlNDING s 5NWELCOMING DINING SPACE WITH POOR ACCESS s .O INTERNAL STUDENT SOCIAL SPACES s 3HARED STUDENT AND VEHICLE ENTRANCE s 4HE OLDER BUILDINGS ARE NOT $$! COMPLIANT AND VERTICAL CIRCULATION IS TIGHT s 3CIENCE ON THE TOP mOOR OF THE S BUILDING IS NOT lT FOR PURPOSE s "LOCK " OVERHEATS

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4ECHNOLOGY SQM

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3%. SQM

4OTAL AREA SQM

3ITE PHOTOGRAPHS OF SCHOOL BUILDINGS

%XISTING BUILDINGS IN RED IDENTIlED TO BE DEMOLISHED

4HE SITE IS CHARACTERISED BY THE COLLECTION OF DISPARATE BUILDINGS ADDED TO THE ORIGINAL S BUILDING THROUGH THE YEARS $UE TO THE VARYING TOPOGRAPHY OF THE SITE AND PIECEMEAL DEVELOPMENT BUILDINGS ARE ISOLATED RESULTING IN A LACK OF COHESION AND UNCLEAR CIRCULATION ROUTES

4HE GREEN PLAYING lELDS ARE A VALUABLE ASSETT TO THE SCHOOL AND OFFER UNOBSTRUCTED VIEWS ACROSS THE SITE (ARD PLAY AREAS ARE IN NEED OF UPGRADING

3TUDENT %NTRANCE

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6EHICLE %NTRANCE

0UPIL 6EHICLE 3ERVICE %NTRANCE

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SOCIAL SPACE

SOCIAL SPACE

HARD PLAY AREA

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3ECONDARY 3TUDENT %NTRANCE

%XISTING ,OWER GROUND mOOR PLAN

%XISTING 'ROUND mOOR PLAN

.

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50m

%XISTING &IRST mOOR PLAN

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#OURTYARD NOT USED BY SCHOOL BEACAUSE OF THE LACK OF PASSIVE SUPERVISION $INING SPACE 0OOR LINKS TO OUTSIDE 3CIENCE DIFlCULT TO MODIFY DUE TO LOAD BEARING WALLS IN S BUILDING .EWER BUILDING IN GOOD CONDITION

School Name

Bidder

Photographs and drawings set out the demolition strategy based on an appraisal of existing accommodation.

5

03

Strategy

VISITOR

3TUDENT ACCESS

%NTRANCE POINT #IRCULATION ROUTE .EW STAIR .EW LIFT

6ISITOR STAFF ACCESS 6EHICLE ACESS #YCLE PARKING

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3PORTS

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)NTERNAL UNHEATED AREA

6 3PORTS (ALL 0%

0ARKING ACCESS

/UTSIDE AMPHITHEATRE

8 !RT &OOD 4ECH 3CIENCE

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0ARKING

3OCIAL SPACES

$ $ANCE

9 .EW CHANGE FACILITIES

COMMUNITY

: $ESIGN AND 4ECHNOLOGY

5 6 STUDENT

0ROPOSED CIRCULATION

0ROPOSED ACCESS

0ROPOSED DEPARTMENT ORGANISATION

,ANDSCAPE DIAGRAM

&IGURE GROUND DIAGRAM

#OVERED CIRCULATION TO ALL BUILDINGS ARE PROVIDED WITH A NEW STUDENT RECEPTION HUB AT THE HEART OF THE SCHOOL

6EHICULAR AND PUPIL ACCESS ARE SEPARATED

$EPARTMENTS ARE CLEARLY DElNED

#LEAR EXTERNAL ZONES ARE DElNED INCLUDING GREEN SPORTS lELDS

HARD PLAY DRAMA MUSIC PERFORMANCE SPACE AND SERVICE AREAS

4HE NEW BUILDINGS ARE SENSITIVE TO THE SCALE OF THE EXISTING BUILDINGS ON SITE

2+

-AIN 0UPIL %NTRANCE

0!

!-

-AIN 3ERVICE %NTRANCE

-AIN 6ISITOR %NTRANCE

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-5'!

3OCIAL 3PACE ,OWER GROUND mOOR

'ROUND mOOR

&IRST mOOR +%9

0ROPOSED WORKS 4HE NEW BUILDING INTEGRATES WITH EXISTING BUILDINGS TO CREATE A COHESIVE WHOLE

.EW BUILD AREA 7ORKS TO EXISTING TO BE REFURBISHED %XISTING AREAS UNALTERED

SQM ')! INCLUDING EXTERNAL CIRCULATION SQM SQ M ')!

SQM ')!

3PORTS .ORTH ,AWN 2OAD

3OUTH 2OAD

.EW "UILD 3OCIAL SPACE

/UTDOOR THEATRE

/UTDOOR TEACHING

3ITE SECTION .EW BUILDING LEVELS ARE INFORMED BY THE MAIN EXISTING BUILDINGS AND SPANS ACROSS VARYING SITE LEVELS TO PROVIDE SPACES OF DIFFERING SCALES APPROPRIATE TO THE USE

3ECONDARY 0UPIL 3ERVICE %NTRANCE

4ENNIS COURT 3/5

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7ILDLIFE HABITAT

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-ASSING STUDIES

0ROPOSED SITE PLAN

4HE SCALE OF THE NEW BUILDING IS SENSITIVE TO THE EXISTING BUILDINGS ON SITE AND SURROUNDING CONSERVATION AREA 4HE BUILDING IS CENTERED TO THE SITE PULLED BACK FROM SITE BOUNDARIES TO PROVIDE EXTERNAL TEACHING AND PLAYING SPACES AND AVOID OVERLOOKING ISSUES

4HE NEW BUILDING CONNECTS INTO THE S MAIN BUILDING AND PROVIDES AN IMPROVED CIVIC PRESENCE AND SECONDARY ENTRANCE OFF 3OUTH 2OAD 'REEN PLAYING lELDS ARE RETAINED AND ENHANCED AND NEW HARD PLAY AREAS PROVIDED TO THE WEST OF THE SITE

School Name

0

5

10 15

25

50m

1:750

.EW BUILDING

Bidder

Design strategies are explained through key diagrams, including the scope of works, massing studies, access routes, and figure ground diagrams. The site plan integrates these aspects into a clear, cohesive proposal.

6

04

+%9

Internal organisation

3TUDENT %NTRANCE

4ECHNOLOGY

!SSEMBLY (ALL

3TORES

3PORTS

(EART SPACE

3CIENCE

/FlCE STAFF ADMIN

2ESOURCE AREA

#IRCULATION

0LANT

-USIC $RAMA

%XTERNAL CIRCULATION

7# CHANGING

!RT ROOM

3TANDARD CLASSROOM

+ITCHEN

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$INING

3%.

-AIN 3ERVICE %NTRANCE

)MPROVED -AIN 6ISITOR %NTRANCE

3OCIAL SPACE

3CIENCE

3PORTS

/UTDOOR 4HEATRE

3ERVICE %NTRANCE 3ECONDARY 0UPIL %NTRANCE

.

0 1 5

10

15

4ENNIS #OURT

25 m

1:600

0ROPOSED ,OWER GROUND mOOR PLAN AS SCALE BAR ,OWER GROUND mOOR SERVICE AREAS IN THE EXISTING BUILDING ARE RETAINED AND STAFF AREAS REFURBISHED #IRCULATION THROUGH THE DINING AREA IS IMPROVED AND THE KITCHEN IS ENLARGED AND REMODELLED 4HE 3%.

DEPARTMENT STAFF AND ADMIN AREAS ARE RELOCATED INTO REFURBISHED EXISTING SPACES 4HE AREA FORMING THE CONNECTION BETWEEN NEW AND EXISTING SPACES FORMS A NEW STUDENT RECEPTION AND DOUBLE VOLUME MULTI FUNCTIONAL HUB SPACE ! COVERED EXTERNAL CIRCULATION SPINE LINKS EXTERNAL AND INTERNAL SPACES AND BUILDINGS AND DEPARTMENTS ACROSS THE SITE AND PROVIDES NEW $$! ACCESS

+%9 3TUDENT %NTRANCE #OURT )MPROVED ADMIN SPACES )MPROVED DINING WITH GOOD LINKS TO OUTDOORS .EW STUDENT HUB AND ADDITIONAL DINING AREA .EW COVERED LINK BETWEEN THEATRE AND HUB 3%. AT THE HEART OF SCHOOL $OUBLE VOLUME ART ROOMS

0ROPOSED 'ROUND mOOR PLAN AS SCALE BAR 4HE EXISTING MAIN RECEPTION IS REMODELLED AND GENERAL CLASSROOMS REFRESHED 4HE SINGLE STOREY $ESIGN 4ECHNOLOGY BLOCK IS SEPARATED FROM THE MAIN BLOCK TO THE SOUTH WEST FOR ACOUSTIC AND ASSOCIATED VENTILATION REASONS AND IS ARRANGED AROUND A CENTRAL MULTI USE 2ESOURCE SPACE

+%9 $ELIVERIES TO $ 4 AND BIOMASS "IOMASS BOILER .EW CIRCULATION LINKING INTO EXISTING LEVEL OF S BUILDING /UTDOOR TEACHING 3UB STATION AND SPRINKLER TANKS

0ROPOSED lRST mOOR PLAN AS SCALE BAR 4HE 3CIENCE DEPARTMENT IS MOVED FROM THE EXISTING BUILDING WHICH REVERTS TO GENERAL CLASSROOMS ,ABORATORIES ARE TRANSFORMATIONAL AND SPLIT INTO WET AND DRY AREAS WHICH PROVIDE mEXIBLE TEACHING SPACES 4WO OF THE WET AREAS ARE ALSO INTERLINKED CREATING THE OPPORTUNITY OF OFFERING A LARGE mEXIBLE LABORATORY SPACE

+%9 !CCESS TO SCIENCE /UTDOOR LAB 4RANSFORMATIONAL SCIENCE OFFERING DIFFERENT WAY OF LEARNING !LL GENERAL TEACHING IN S BUILDING

.EW LIFT .EW $$! ACCESS TO FRONT ENTRANCE "IKE STORAGE

School Name

Bidder

These plans illustrate the principles of internal organisation and distribution of accommodation at different levels.

7

05

Elevations and sections

.ATURAL LIGHT INTO CLASSROOMS

3UN RAIN SCREEN TO DEAL WITH WEST SUN AND PREVAILING WIND

.ORTH ,AWN 2OAD

)MPROVED CLEAR CIRCULATION

.EW 3OCIAL (UB

/UTDOOR TEACHING

$ 4 BLOCK

#OVERED STUDENT ENTRANCE

3OUTH 2OAD

7EST ELEVATION 4HE SCREENED WEST ELEVATION FACES THE NEW HARD EXTERNAL SOCIAL SPACE AND STUDENT ASSEMBLY AREA LEADING ON TO THE STUDENT HUB AND RECEPTION 4HIS EXTERNAL SPACE IS OVERLOOKED BY THE EXTERNAL CIRCULATION WALKWAY WHICH SPANS THE LENGTH OF THE NEW BUILDING AND CONNECTS WITH THE EXISTING BUILDING 4HE MATERIALITY OF THE SCREEN OFFSETS THE SUBTLE MATERIALS USED ON THE MAIN BUILDING NAMELY TEXTURED BRICK AT LOW LEVEL AND CRISP RENDER AT HIGH LEVELS

3OUTH 2OAD

!CCESS TO EXISTING MUSIC AND DRAMA AREAS

.EW 3OCIAL (UB

#OVERED SOCIAL SPACE

%AST ELEVATION

"LOCK !

.ORTH 2OAD

3CREEN -ATERIAL )NSPIRATIONAL )MAGES

4HE EAST FACADE IS LESS ACTIVE AND PERMEABLE THAN THE WEST AND PROVIDES THE BACKDROP TO THE MORE INTIMATE EXTERNAL PERFORMANCE AREA 4HE FACADE TREATMENT IS INSPIRED

BY THE S BUILDING AND IS COMPOSED OF STRUCTURAL BAYS EXPRESSED BY BRICK PIERS WHICH CONTINUE THE RHYTHM OF THE ORIGINAL BUILDING 4HE VERTICALITY OF THE BAYS ARE STRENGTHENED THROUGH THE UNIlCATION OF GLAZED ELEMENTS

BY MEANS OF GLASS SPANDREL PANELS SET WITHIN THE CONTINUOUS WINDOW FRAMES

./24( ,!7. 2/!$

#/4(!- ,!7. 2/!$

7ALKWAY LINKING TO UPPER mOOR OF BLOCK ! .ATURAL LIGHT INTO DEEP CLASS OU SE

-ECHANICAL VENTILATION SCREENED 3CIENCE

/UTDOOR 3CIENCE CLASS ON ROOF

RESISTANT MATERIALS

ELECTRONICS

SECTION ""

GRAPHICS SECTION !!

%XISTING "LOCK !

NEW WALKWAY

3CIENCE AND $ 4

$OUBLE 6OLUME 3TUDENT (UB WITH EXCELLENT LINKS TO OUTDOORS

. #/4(

3/5!- 2/! $ 4( 2 /

3ECTION !!

School Name

+EY PLAN

3ECTION ""

.5%

,$ !6%

(!24&)%

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$ 4 BLOCK

Bidder

Key sections and elevations show facade treatments at different orientations.

8

06 Landscape 4HE LANDSCAPE MASTERPLAN PROPOSALS RESPOND TO THE HISTORIC SETTING OF THE SITE WITHIN THE #ONSERVATION !REA 4HE PROPOSALS RESPECT THE CHARACTER OF THE BUILDING FRONTAGE ON .ORTH ,AWN 2OAD AND THE CONTRIBUTION THE EXISTING LANDSCAPE OF THE SITE MAKES TO THE NEIGHBOURHOOD 7ITHIN THE SITE THE PROPOSED LAYOUT PROVIDES A RANGE OF NEW SECURE SPACES SUITED TO THE SOCIAL EDUCATIONAL AND PHYSICAL FUNCTIONS OF THE SCHOOL THAT WILL ALSO PROVIDE AN ATTRACTIVE HIGH QUALITY AND SUSTAINABLE SETTING TO THE SCHOOL BUILDINGS

4HE PROPOSALS PROVIDE SEGREGATION BETWEEN THE MAIN VEHICULAR AND PEDESTRIAN ACCESS TO THE SITE WITH THIS AND IMPROVED ARRANGEMENTS FOR DISABLED ACCESS TO THE BUILDINGS AND PARKING 4HE HISTORIC CHARACTER OF THE MAIN FRONTAGE WILL BE RESTORED AND ENHANCED %XISTING TREE COVER ON THE REST OF THE SITE FRONTAGES WILL BE RETAINED OR REPLACED AS AN ESSENTIAL BUFFER TO THE SURROUNDING NEIGHBOURHOOD

%XISTING BOUNDARY TREATMENT IS TO BE RETAINED

./24( ,!7. 2/!$

#YCLE 0ARK !REA

#AR 0ARK !REA 3ECTION ! !

3OCIAL 3PACE

3ECTION # #

0ROPOSED -5'!

0RIVATE GARDENS

#OVERED 3OCIAL 3PACE

%NTRANCE #OURT

0RIVATE HOUSES

3ITE SECTION ! !

3PORTS

/UTDOOR 4ECHNOLOGY 3PACE

3ECTION $ $

3CIENCE TEACHING SPACE 2OOF 4ERRACE 0RIVATE HOUSES

0RIVATE GARDENS

0AVEMENT

2OAD

0AVEMENT

%XISTING TREE COVER

0ROPOSED TENNIS COURT

0ATH

/UTDOOR THEATRE

0ERFORMANCE SPACE

3ITE SECTION " "

3/

3UBSTANTION SPRINKLER TANK 0RIVATE HOUSES

0RIVATE GARDENS

54

( 2

/!

4ENNIS #OURT

$

!CTIVE TEACHING AREA

0ROPOSED PLANTING

3ITE SECTION # #

.

0 2.5 5

10

15

3ECTION " "

25 m

1:500

3CIENCE OUTDOOR TEACHING

0ROPOSED LANDSCAPE SCHEME

0RIVATE HOUSE

0RIVATE GARDEN

0EDESTRIAN SERVICE VEHICLE ACCESS ONLY M

0ROPOSED SCHOOL BUILDING

3ITE SECTION $ $

School Name

Bidder

The proposal for school grounds is supported by sectional studies which describe the quality of external spaces and how they relate to the school’s immediate surroundings.

9

07

+%9

Environment

6ENTILATION AS EXISTING

!

$ESIGN 4ECHNOLOGY

$

!DMINISTRATION

'

.EW )#4

-ECHANICAL

"

!RT

%

3TUDENT HUB

(

"IOMASS BOILER AND PLANT AREA

#

&OOD 4ECHNOLOGY

&

3%.

)

3CIENCE DEPARTMENT

.ATURAL VENTILATION -IXED MODE PHOTOGRAPHY DARK ROOM

2ENEWABLE ENERGY AND SUSTAINABILITY

6ENTILATION AND HEATING STRATEGY

4HE NEW BUILDING WORKS WILL INCLUDE THE FOLLOWING TO ENHANCE THE SUSTAINABILITY OF THE BUILDING REDUCE THE ENERGY CONSUMPTION AND LIMIT THE ENVIRONMENTAL IMPACT

(IGHLY INSULATED AND AIR TIGHT BUILDINGS /PTIMISED BUILDING FORM AND ORIENTATION TO MAXIMISE NATURAL DAYLIGHT AND NATURAL VENTILATION %XTENSIVE USE OF NATURAL VENTILATION AND HYBRID SYSTEMS WHERE POSSIBLE %XPOSED THERMAL MASS TO REDUCE ENERGY USE AND SUMMERTIME OVERHEATING $AYLIGHT LINKED LIGHTING CONTROL SYSTEMS WITH ABSENCE DETECTION

%NERGY EFlCIENCY (IGH 5 VALUES #ONTROLLED LIGHTING OCCUPANCY SENSOR DAYLIGHT DIMMING #ONTROLLED WATER mOW

/PENABLE WINDOWS FOR ALL NATURALLY VENTILATED AND MIXED MODE VENTILATION SYSTEMS 4AMPER RESISTANT THERMOSTATIC CONTROL VALVES FOR ALL HEAT EMITTERS 3ERVICES WILL BE LINKED TO THE "UILDING -ANAGEMENT 3YSTEM TIME CONTROLLED AND WEATHER COMPENSATED -ETERING STRATEGY THAT WILL ENABLE EFFECTIVE MONITORING OF ENERGY CONSUMPTION FOR TARGETING OF SAVINGS AND IMPROVEMENTS ,OCAL CONTROLS FOR OCCUPANTS %MBEDDED ENERGY EFlCIENT AND WATER CONSERVATION MEASURES 2ENEWABLE STRATEGY "IOMASS BOILER PROVIDING AT OF THE ANNUAL BUILDING LOAD 3UPPLEMENTARY HIGH EFlCIENCY GAS BOILERS WITH DUAL FUEL GAS BIOFUEL BURNERS 3IGNIlCANTLY REDUCES #/ EMISSIONS OVER TRADITIONAL SYSTEMS %STABLISHED FUEL SUPPLY NETWORK 2AINWATER HARVESTING INCLUDED TO FEED ALL NEW TOILET AREAS 3OLAR THERMAL PANELS PROVIDING HOT WATER TO !,, TOILET AREAS

'

$ 6ENTILATION AND HEATING TO CLASSROOMS (IGH EFlCIENCY HEAT RECOVERY ,OCAL CONTROL THROUGH THERMOSTATS #/ AND OCCUPANCY SENSORS 'UARANTEED VENTILATION RATES ALL YEAR .IGHT PURGE TO PROVIDE COOLING IN SUMMER

% "

& "

$AYLIGHT EXAMPLE $AYLIGHT ASPIRATIONAL TARGET OF $IMMING AND PRESENCE CONTROL REDUCES ENERGY CONSUMPTION #LASSROOM DEPTHS SUITABLE FOR DAY LIGHTING WITH VERY HIGH mOOR TO SOFlT #LERESTOREY STRIP BOOSTS DAYLIGHT AT REAR OF CLASS 'LARE ISSUES MINIMISED WITH BLINDS

/RIENTATION %XISTING BUILDINGS AND SITE CONSTRAINTS RESULT IN THE NEW BUILDING ORIENTATING EAST WEST 4HE WESTERN ELEVATION WINDOWS WILL BE SCREENED BY THE WALKWAY SCREEN 3OUTH AND EASTERN WINDOWS WILL INCLUDE SOLAR CONTROL GLASS TO LIMIT HEAT BUILD UP

0ERFORMANCE OF EXISTING BUILDINGS "LOCK " OVER HEATS THIS HAS BEEN ATTRIBUTED TO THE ROOmIGHTS 4HE GLAZING IN THE ROOmIGHTS IS TO BE ALTERED TO REDUCE HEAT GAIN "LOCK # SUFFERS FROM POOR VENTILATION THIS BLOCK IS TO BE DEMOLISHED "LOCK $ OVERHEATS THIS HAS BEEN ATTRIBUTED TO NO INSULATION IN THE ROOF .EW ROOF INSULATION IS PROPOSED .EW EFlCIENT BOILERS FEEDING BLOCK ! )NCREASED INSULATION TO ROOF OF BLOCK !

!

# ) # (

0LANS SHOWING VENTILATION STRATEGY

+%9

$AY LIGHTING

3ERVICE ZONE

7EATHER PROTECTION STRATEGY FOR EXTERNAL WALKWAY

(EAT RECOVERY UNIT

&UME EXTRACT

6ENTILATION

%XPOSED CONCRETE SOFlT FOR THERMAL MASS

7IRELESS

$ROPPED BULKHEAD INCORPORATING VENTILATION DUCTWORK

4YPICAL LIGHTING STRATEGY FOR CLASSROOMS

APPROX

3HADING TO SOUTH WEST ELEVATION

3CIENCE

$ARKROOM

&OOD 4ECHNOLOGY

3OUTH WEST %LEVATION SHOWING TYPICAL WINDOW DETAILS

4YPICAL CROSS SECTION SHOWING SUSTAINABILITY STRATEGIES

School Name

.ORTH EAST %LEVATION SHOWING TYPICAL WINDOW DETAILS

Bidder

The environmental strategy is presented at various scales.

The different bay elevations indicate how the visual appearance is influenced by the building’s orientation and environmental strategy. The section illustrates how internal comfort conditions are achieved. Key dimensions and graphic scales are extremely useful for the purposes of review.

10

08

The Whole

North West Isometric view

South East Isometric view

West approach on South Road

View over hard social area towards student reception and hub space

Interior view of student hub

School Name

North view of circulation spine

View of East facade and amphitheatre

Entrance on South Road

Bidder

Coloured sketches demonstrate a lively school environment – both inside and out. Sketches are extremely useful, and it is important that all material accurately represents the scale of the spaces.

11

Presentation 2: new build in rural conservation site

This new-build school in a rural setting had its own set of challenges.

Its location in a strategic view on an important nature conservation site had a fundamental impact on the design. The site itself is an existing primary care trust campus due for demolition. The mainstream school and autistic spectrum disorder unit are co-located on the site, allowing independent and shared uses of internal and external spaces.

Key objectives were to create adaptable room configurations, respond to the ‘schools within a school’ vision but with a single school ethos, and provide flexible spaces for team teaching. The surrounding landscape is used as an important learning resource. The local community will be able to use sports facilities out of school hours and the location of the library is designed to encourage use both within and outside the normal school day.

12

Live Search

01 Site Context Existing Site

Proposed Site

Site Analysis North Woodland Site of Important Nature Conservation

Upper North Drive

Major Developed Site within Greenbelt

Access to Bus Drop-off

North Dr

ive

Residential development proposed by others

Strategic borough view

West Plantation Grassland Site of Important Nature Conservation Mobility Centre

Access to ASD Drop-off

”

eline

“Ridg

Residential development proposed by others

200 yds © 2006 Microsoft Corporation © Getmapping plc

Scheduled Ancient Monument with Buffer Zone

Aerial Photograph with School Site Indicated in Red

South School o Wo ad

Proposed School Total permissible footprint for all school buildings 6.800 sqm School site = max 2 Ha of developable land north of Ridgeline

Staff, Visitor and Parent Access to Drop-off/Parking

Riding Centre

Ro

West Woodland Site of Important Nature Conservation

rne

18/06/2007

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Mobile phone mast

tegic Stra ugh boro w vie

Str a bor tegic ou vie gh w

Site Constraints (with Proposed Context Plan)

Proposed Site Plan Horses Passing Vehicle Access Proposed cycle and pedestrian link

Top of hill with existing mature tree cover to be retained

Sun Path

“Ridgeline”

Max permitted building height 107.6 m

)LQLVKHG JURXQG ÀRRU level = 94.2 m in order to EDODQFH FXW ¿OO

Slope down Potential Noise Issue Existing Neighbours Potential Noise Issue Proposed Neighbours Proposed Building Footprint Site Boundary

Existing Site Plan Illustrating Building Locations, Existing Trees and ‘Ridgeline’

Site Analysis - Sun and Slopes

School in a Rural Setting

Site Analysis - Noise and Neighbours

Section through Proposed Site looking West

Consortium

Month Year

Site planning is analysed in relation to location, height, site topography and planning constraints. Pedestrian routes for students, staff, parents, and the wider community, as well as vehicular access for public transport and minibuses is shown.

Public rights of way are also indicated on the site plan.

13

02 Educational Vision Concept: Schools within Schools

‘Schools within schools’ - sketch produced by school

Concept: Permeable Site

Campus Zones

Schools and Relationships

Concept: One School Ethos

ASD Co-location

Permeable Site - North to South

Specialist Status: Business Enterprise with a Rural Dimension Landscape as Part of the Curriculum “House” Curriculum Spaces Viewing Areas (Sports/Performance) Woodland and Grassland (Retained/Reinstated) Allotments and Polytunnels

Schools within Schools But One School Ethos

Studios and Team Teach

Proposed Street and Studio Space Vocational Learning

Concept: The Street as Learning Space

Shop Fronts

School in a Rural Setting

Shop Fronts/Studios opening onto Street

Consortium

Month Year

This drawing demonstrates how the learning model and school ethos have been translated into an education environment. The vision has been defined in terms of curriculum delivery, the relationship of internal and external spaces, and co-location.

14

03 Plans entrance area

e

SD

maths maths

IT

IT

staff

maths science

scienc e prep.

science

staff

IT

english

english

maths maths english

science

multi media science prep.

kitchen

science

drama/stage

IT

design tech.

hair & beauty

design tech.

scienc

e

IT

science

studio

english

library

studio studio performance house ciriculum exterior drama space

food tech

science

staff

english

dining

staff

science

maths

construction

recital

trade house ciriculum space working area

music

psychology

english

IT

maths

engineer

science

IT/business studies

food tech.

english

IT

mechanic music

KS3 Y10

english

history

staff

ASD hall

ASD drop-off

mild ASD

english

maths

KS3 Y11

mild ASD

IT

art

ASD Y8 staff

staff IT

atrium

scienc prep.

ASD Y9

mild ASD

IT

KS3 Y13

staff

history

e

world house ciriculum space eco-habitat

e n tr a n c

study

KS3 Y12

ASD Y7

A

science

ASD social

MFL

admin

phy

geogra

e

scienc

MFL

entran c

history

ain

MFL

m

e

phy

geogra

IT

IT/MFL

ASD exterior teaching/play

science

phy

geogra

phy

geogra

main hall

business studies graphics

childcare electronics

sports hall

Maths Science I.T.

hard play art

English Studio Staff

World Space Performance Space Trade Space ASD/Admin Space

*URXQG ÀRRU

School in a Rural Setting

)LUVW ÀRRU

6HFRQG ÀRRU

Consortium

Month Year

This drawing details the organisation of the ‘school within a school’ model and allocation of both internal and external spaces for delivering the curriculum.

15

04 Organisation and Massing World House

World House ASD/Admin House

Performance House

ASD/Admin House

Trade House

Performance House

Trade House

Aerial View - From East

Front Elevation - North

West Elevation - From South

West Elevation - From North

ASD/Staff World Performance Trade Visitors/ Community Whole School Primary Circulation Secondary/ Emergency Circulation ASD Circulation

Schools/Houses

Community Use

Circulation

Engineering brick with coloured glazed accent bricks

Aluminium windows with coloured metal panels

Vertical cedar cladding

Render

Vertical cedar cladding

Personalised Learning

East Elevation Metal Louvres Vertical cedar cladding

Personalised Learning

Engineering brick with coloured glazed accent bricks

Render

Personalised Learning ICT Rooms ICT Labs

ICT Lab

ICT - Ground Floor

ICT - Typical Upper Floor

School in a Rural Setting

North Elevation

Consortium

Month Year

These diagrams explain how the buildings have been organised to respond to pastoral learning, community zoning, circulation, and ICT delivery. Elevations show how the massing and material treatments respond to internal functions and different orientations.

16

05 Long Life/ Loose Fit Short-term Flexibility

Mid-term Flexibility

Long-term Flexibility Structural Elements

Floorplate

Circulation

Performance and Presentation

Current Arrangement: Ground Floor Studios Only

Due to planning and site constraints a VLJQL¿FDQW IXWXUH extension to the school will not be possible in this location. +RZHYHU ÀH[LEOH ÀRRUSODWHV DQG minimal structural HOHPHQWV DOORZ IRU PD[LPXP IXWXUH DGDSWDELOLW\ RI WKH building.

Studio Space Adaptability - Option 1

IT-rich/ Group Working

Potential for Studios on Upper Floors

Studio Space Adaptability - Option 2

Whole School

Potential for Additional Large Studios

School in a Rural Setting

Consortium

Month Year

The definition of ‘flexibility’ can vary from school to school. In the brief for this school, it is understood in terms of time. Structural solutions for different options over time are shown. Expansion is not a possibility given planning constraints, and this is clearly noted.

17

06 Environmental Strategy Ventilation and Heating Strategy Daylight Example

'D\OLJKW IDFWRUV DERYH - Glare issues minimised with EOLQGV 5RRP GHSWK PHHWV GD\OLJKWLQJ URRP GHSWK FULWHULRQ (QHUJ\ VDYHG WKURXJK VHQVRU FRQWURO OLJKWLQJ

Ventilation/Heating to Classrooms

+LJK HI¿FLHQF\ KHDW UHFRYHU\ /RFDO FRQWURO WKURXJK WKHUPRVWDWV &2 DQG RFFXSDQF\ VHQVRUV - Guaranteed ventilation rates all \HDU - No draughts 1LJKW SXUJH WR SURYLGH FRROLQJ LQ summer

(QHUJ\ (I¿FLHQF\

- High U values (I¿FLHQW ,&7 &RQWUROOHG OLJKWLQJ RFFXSDQF\ VHQVRU GD\OLJKW GLPPLQJ

&RQWUROOHG ZDWHUÀRZ +HDW UHFRYHU\

Typical window design

Typical Windows in Elevation

2SHQLQJ OLJKWV IRU DGGHG QDWXUDO YHQWLODWLRQ LQ VXPPHU DQG WR JLYH XVHU FRQWURO 09+5 H[WUDFW DQG LQWDNH YHQWV IURP XQGHU ÀRRU WR ZLQGRZ XQLWV FRQFHDOHG ZLWKLQ ZDOO V\VWHP %OLQGV WR FRQWURO JODUH

Mixed mode ventilation to atrium

(QG ZDOO DQG URRI HGJH ORXYUHV RQ %06 DXWRPDWLF DFWXDWRUV VKDGLQJ WR URRI JOD]LQJ WR UHGXFH VRODU JDLQV

09+5 V\VWHPV DLGV WKH QDWXUDO YHQWLODWLRQ DW KHDW SHDN VXPPHU SHULRGV )UHH FRROLQJ LV JDLQHG IURP FODVVURRP 09+5 XQLWV $WULXP LV SXUJHG DW QLJKW XVLQJ %06 FRQWUROOHG ORXYUHV DW KLJK OHYHO

Night-time Purging %HQH¿WV

Summer day natural ventilation to curriculum spaces 8VHU FRQWURO RI ZLQGRZV GXULQJ VXPPHU PRQWKV &RROWK IURP H[SRVHG FRQFUHWH VODE $FRXVWLF /LJKWLQJ ³5DIW´

Sustainability Strategies Heat recovery units throughout the building

Natural ventilation to atrium

External

Promote public transport/ dedicated bus drop-off ,QWHUQDO

Extensive natural ventilation to atrium. End walls and roof vents (QG ZDOO DQG URRI ORXYUHV RQ %06 DXWRPDWLF DFWXDWRUV

Green Roofs

Summer night ventilation

Thin client IT strategy

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$FRXVWLF /LJKWLQJ ³5DIW´

External

Biomass renewable energy

Acoustic Strategy %% UHTXLUHPHQWV DUH PHW WKURXJK DFRXVWLF PRGHOOLQJ DQG GHWDLOHG FRQVLGHUDWLRQ 6XVSHQGHG EDIIHOV DQG OLJKWLQJ DFRXVWLF ³UDIWV´ WR LPSURYH DFRXVWLF RI H[SRVHG VRI¿WV 3DUWLFXODUO\ VHQVLWLYH DUHDV DUH ¿WWHG ZLWK ORFDOLVHG VRI¿W ¿[HG DFRXVWLF ³UDIWV´ DQG ZDOOSDQHOV ZLWKRXW FRPSURPLVLQJ QLJKW SXUJLQJ KHDWLQJ VWUDWHJ\ $WULXP DFRXVWLFV DUH VXEVWDQWLDOO\ LPSURYHG WKURXJK DFRXVWLF OLQLQJ ERDUGV EHKLQG WLPEHU FODGGLQJ

,QWHUQDO

Renewable energy and sustainability targets Photovoltaic energy system

Targets:

Winter day heating :LQGRZV NHSW FORVHG WR UHWDLQ DOO KHDW DQG QRW FDXVH FROG GUDXJKWV 5RRP ZDUP DLU LV UHFRYHUHG DQG UHXVHG 1R KHDWHU FRLO UHTXLUHG RQ XOWUD HI¿FLHQW 09+5 XQLWV 7KLV V\VWHP XVHV RQH WHQWK WKH HQHUJ\ RI D QDWXUDOO\ YHQWLODWHG V\VWHP

FDUERQ HPLVVLRQ UHGXFWLRQ IURP %XLOGLQJ 5HJXODWLRQ WR PHHW '&6) requirements %5(($0 YHU\ JRRG DV PLQLPXP UHQHZDEOHV

Strategy: 0L[ RI WHFKQRORJLHV WR PLQLPLVH ULVN PD[LPLVH EHQH¿WV 0L[HG PRGH VWUDWHJ\ WR PD[LPLVH QDWXUDO YHQWLODWLRQ ZKHQ IHDVLEOH DQG UHGXFH KHDW ORVV DQG FRVWV GXULQJ ZLQWHU PRQWKV WKURXJK 09+5 XQLWV 8WOLVH 3KRWRYROWDLF ZDWHU FRQWUROV ELRPDVV WKLQ FOLHQW ,7 DQG LQWHOOLJHQW YHQWLODWLRQ

$FRXVWLF /LJKWLQJ ³5DIW´

Recycling and Waste Compactor

,QWHUQDO

External

Maintain and Enhance Wildlife

Allotments and Polytunnels

School in a Rural Setting

Orientation 2ULHQWDWLRQ RI %XLOGLQJ LV FRQVWUDLQHG E\ VLWH DQG EXLOLQJ ORFDWLRQ *ODUH DQG H[FHVVLYH VRODU JDLQ LQ HDVW ZHVW IDFLQJ FODVVURRPV LV DFKLHYHG WKURXJK VRODU FRQWURO JODVV

Consortium

Month Year

At site level, the building’s orientation, ecological response and access to green transport inform the sustainability strategy.

At building level, it is met through ventilation and heating strategies (illustrated for both summer and winter), which are demonstrated in more detail in the fenestration design.

Daylighting acoustics, and ICT strategies are also addressed.

18

07 School Grounds External Spaces

The school site provides a unique opportunity to create an exemplar school environment.

Visual Links and Boundaries Public space to school entrance with bus stops and cycle lane Surveillance from adjacent proposed housing to bus stops and entrance space

External teaching, social, sports and performance spaces are set within the context of the existing mature landscape, whilst ensuring the sustainable management of the site’s ecological, heritage and natural assets.

Staff and students entrance

Curriculum space with secure boundary 2.4m high

Parking, parental drop-off and curriculum spaces with secure boundary 2.4m high Visual links between all communal spaces

Surveillance from adjacent proposed housing

Views from higher site levels

Views to access road and cycle path

ASD house external

Separate and secure ASD House drop-off and external space

Clear views between sports pitch terraces

ASD house entrance

Visual Links between learning and sport spaces Surveillance from South School

ASD house drop off

World house external

Feeling Safe

Visual Links between Interior and Exterior

Visual Links across the Site

Boundaries

3OD\LQJ ÂżHOGV DQG PDLQ VFKRRO JURXQGV within 1.5m high fence and hedge boundary

Trade house external

Performance house external

Variety of external spaces

Natural terracing

Seating as part of the landscape

Visual links between external spaces

Sports in harmony with the landscape

Proposed site plan

School in a Rural Setting

Section West - Building set within Landscape

Consortium

Month Year

A range of practical places for learning, socialising and exercising are shown. The fencing strategy has been well integrated with the building and landscape to define the use of the external spaces by students in the mainstream school, autistic spectrum disorder unit and local community. The strategy balances school security with the regard for the natural landscape, topography and openness of the site.

19

08 Identity and Context

Entrance

Social

Learning Street Metal Louvres Glazed roof

Section South

School in a Rural Setting

Vertical cedar cladding

Aluminium windows with coloured metal panels

Vertical cedar cladding

Engineering brick with coloured glazed accent bricks

Render

Section West

Consortium

Month Year

External and internal visualisations show the whole school experience – from entrance to informal play - and the quality of materials used. The interior visualisation indicates the function and atmosphere as well as the details of ventilation, light and acoustics within the main ‘street’.

20

Presentation 3: new build/ refurbishment in constrained urban site

This scheme proposes a mix of refurbishment and new-build accommodation on an urban site near a railway. Because of site constraints, sports provision will be delivered off-site. The school aims to provide for students with severe learning difficulties and provide purpose-built accommodation. The proposal reinforces the school’s specialisms, provides base areas for years 7 and 8 and improves existing sports facilities. The location of the building was important to minimising disruption and maintaining educational standards during construction.

The design of the new school is central to the social and economic regeneration of the local neighbourhood. The new school will be a full-service, extended school open to the wider community, and its position next to the primary school will maintain a successful existing partnership. Care has been taken to create a welcoming entrance and facilities to encourage community use. Areas such as performing arts and learning resource centre are located and designed to encourage parent use and adult learning use throughout the school day.

21

This drawing explains site location in relation to public transport, off-site playing fields, and other educational and community facilities. The analysis indicates accommodation that can be retained and environmental characteristics of the site in terms of noise and sun paths.

22

KEY General learning

LB

Specialist learning

Community

TCB

T ROAD WES QUEEN'S

Car-park Entrance

Community (retained buildings)

New buildings

Direct relationship to feeder primary

5-Court MUGA

Staff car-park

School entrance

Student circulation

Visitor circulation

Service Entrance

EXISTING

Extended circulation

Plant

Links to playing fields

Site vehicle security access Dining/ kitchen

Service Yard

Kitchen

Lift Specialist learning

LRC

General learning

Admin

General learning

Activity Hall

Hard Play

Specialist teaching

Dining Hall

WCStaff

Changing

School entrance during Phase 1

Sports (retained)

General teaching

(Existing) Performance Court

Specialist learning

Drama LRC

General learning

Admin

General learning

Music

PHASE 2 School service entrance

Site entrance Phase 3 Dining/ kitchen Activity/ changing

Existing buildings - not demolished and in use

Dance (retained)

Sports (retained)

Specialist learning

LRC

General learning

Admin

General learning

PLAISTOW PARK ROAD

School entrance during Phase 2

Site entrance for Phase 2

WCStaff

LRC

Habitat

Music Theatre/ drama

NORTHERN ROAD

Dance (retained)

Sports Hall (Existing)

Dance

School service entrance

Activity/ changing

Sculpture Garden

Northern Court (covered)

PHASE 1

Dining/ kitchen

Staircase

Southern Court

Sensory Garden

Cafe

General teaching

WC Theatre

Rec.

Admin

WC Staff Visitors' car-park

Theatre Entrance

Visitors' Entrance

Students' Entrance Campus Plaza

JUNCTION ROAD

Car-park Entrance

Music Existing buildings - demolished

Theatre/ drama

Primary School

Plaistow Primary School

New build - Phase 1

New build - Phase 2

Refurbished buildings

Consortium logo

N

to Playing fields

School entrance during Phase 2

0

PHASE 3

New build school with part refurbishment

5

10

Strategy

20m

02

The design strategy is explained through the construction phasing, which impacts site planning and the school organisation.

23

This site plan identifies the main entrances to the school. The plans relate the interior planning to the adjoining external spaces. The sketch vignettes show external spaces that can be used for exercise, learning, and socialising.

24

Moveable partitions allow a variety of teaching arrangements and the modules of the building wings are designed for future adaptability. On a larger scale, the whole building is designed to deliver both key stage curriculum and ‘school within a school’ educational models.

25

Coloured panels

Engineering brick

Insulated render

ETFE canopy

Engineering brick

Northern Road

Teaching wing

Plant/kitchen/dining

Activity studio/changing/sports hall

Performance foyer

Retained drama studio

Cast glass planks

North Elevation

Engineering brick

Cast glass planks

EFTE canopy

Insulated render

Coloured panels

Engineering brick

Insulated render LISTER

COMMUNITY

SCHOOL

LISTER THEATRE RECEPTION

Habitat area

Music studios/retained dance studio

Theatre entrance

Theatre/performance foyer

Visitors' entrance

Administration

Student entrance

Teaching wing

Coloured panels

South Elevation

Engineering brick

Insulated render

Coloured panels

ETFE canopy

ETFE canopy

Entrance canopy

Teaching wing

Sensory garden

Teaching wing

Sculpture garden

Teaching wing

Kitchen

Multi-use games area

0

East Elevation

Consortium logo

Plant

New build school with part refurbishment

5

10

20m

Insulated render and panels between windows

Elevations

05

The elevations indicate visual appearance, including signage and graphics, and relate the massing of the building to neighbouring residences.

26

Long section drawings articulate the range of internal spaces, and the continuity between the internal and external school environment. Detailed coloured sketches support the sections and illustrate the atmosphere, as well as ICT usage, furniture, acoustics and lighting, of the internal spaces.

27

This detailed technical section explains how the building will deliver a comfortable learning environment given the site acoustics. Sufficient thermal mass and floor-to-ceiling heights will enable natural ventilation as part of a mixed-mode strategy.

The fenestration height and design will facilitate daylighting.

28

This drawing describes the overall school environment, highlighting key spaces such as dining and the learning resource centre as well as informal external spaces, including the covered courtyard.

29

Presentation 4: new build in rural village

This school is located in a rural village. The new-build school will replace existing poor-quality building stock on the same site. Phasing and location of the new build are therefore central to enabling occupation of the site during construction.

The education vision aspires to a learning environment that raises expectations of all learners, including within the wider local community, and can adapt to changing approaches to teaching and the curriculum as well as ICT. Key objectives were to create a welcoming, stimulating and sustainable environment with a strong school identity, and support a school specialism of technology.

The school will provide full service provision through co-location of support services to pupils and their families. The school will also incorporate an adult learning centre for use by the community during the school day. A new youth centre will be integrated into the new school but also accessible from its own entrance.

30

01. Site Context

New Build School

Physical context

Existing site plan

3 5 7 west

east 4 6

1 2

8

1

prominent view of site from street

4

fall of land towards street

2

high noise levels from street

5

prevailing wind direction

3

existing trees at along boundaries to be retained

6

solar orientation

7

village centre

5

Buildable area 1

1

2

public leisure centre to be retained and used during new construction

3

site area available for new build to allow school to operate during construction

4

coal seam; no-build area

3 2

2

existing school buildings to operate during new construction

3 7 3 2 6

1 4

1 4

4

Scale - 1:2000 @ A1

Strategy for new build 1

2

3

proposed location of new school allowing street presence pedestrian entrance to school allowing separation from vehicular access

vehicular access for school and leisure centre

1

3

1 2

3 2

Key to site photographs:

Key to site plan:

1. main entrance to existing school and leisure centre creating conflict of pedestrian and vehicle routes.

1. site boundary of existing school 2.

existing school buildings (to be replaced)

2.

existing 1960s school buildings.

3.

public leisure centre to remain

3.

existing victorian school buildings.

4.

main entrance to school (pedestrian and vehicle)

4.

view of site from street showing fall of land towards road.

5.

secondary staff entrance into school

6.

main entrance to leisure centre (pedestrian and vehicle)

7.

existing school playing fields

8.

existing remote school playing fields

9.

bus stops

4

Materials

These drawings describe the development constraints and opportunities through existing context, site and building analysis.

31

02. Site Strategy

New Build School

Pedestrian access

Proposed Site Layout 6 5

16 4 1

16

2

12

3 3

1. pedestrian entrance to school from street.

4.

staff/ visitor access from carpark onto square.

2.

boulevarde approach to main entrance with prominent street presence.

5.

second entrance to building from school grounds allowing access to both sides of external landscape.

3.

main public entrance to school from square

6.

Access at grade from upper level of sports building to all weather pitch.

11

10

Vehicle access and car parking 9 8 6 1

2 14 13

15 7 5

4

1

2

1. vehicular access to school car park (staff/ visitors/ servicing).

2.

vehicular access to public leisure centre car park.

Key to proposed site layout

External amenity 5

4

7

6

1. hard landscape boulevarde and square leading to main entrance.

1.

main pedestrian entrance along generous boulevarde, route separated from vehicle entrance.

2.

hard landscape area allowing external teaching space adjacent to lower ground classrooms.

2.

vehicle access to school and leisure centre carparks.

3.

secondary entrance (use managed by school).

3.

soft landscape incorporating a variety of social and habitat environments.

4.

emergency vehicle access to site.

4.

MUGA courts adjacent to sports building.

5.

main public entrance to school building.

5.

All weather pitch accessed at grade from first floor of sports building.

6.

second entrance to school building, internal to site.

7.

Triangular building containing 4 learning zones.

8.

Rectangular building containing sports facilities.

9.

MUGA

10. Grassed playing fields.

11. All weather sports pitch.

12. Remote grassed playing fields.

13. School bus drop off.

14. Carparking to leisure centre.

3

1 2

15. Carparking for school staff/ visitors.

6.

Grassed sports pitches.

7.

Remote grassed sports pitches.

16. Access route to remote playing fields

main approach to school along boulevarde which incorporates an ‘art/ landscape’ wall to define boundary and provide street presence.

The proposed site plan shows pedestrian and vehicular access as well as the arrangement of buildings and external amenities. Carparking and service routes are also shown.

32

03. Educational Vision Learning Zones The school educational strategy is divided into faculties called learning zones. The school specialism is Design Technology and Vocational Studies.

New Build School

02 Community

01 - Construction centre Design - Resistant Materials Technology and Vocational studies - Electronics - Graphics - Textiles

- Learning Resource Centre - Learning support - SEN Base - PRU Base - Adult Learning - Youth Centre

03 Expressives

- Sports and Activity Hall - Performance + Drama Hall - Music recital - Art

04 Communication and humanities

- Learning Bases - Faculty Resource Base - External terraces - Internal break-out spaces

05 Science and maths

- Learning Bases - Faculty Resource Base - External terraces - Internal break-out spaces

Identity of learning zones It has been important for the school that each Learning Zone expresses it’s individual identity but is strongly connected by social spaces.

Spatial relationships The Learning Zones are located both horizontally and vertically by the central atrium space and the street. Each zone has a close link to these primary spaces but is also located to maximise connections with the external context as appropriate to the individual learning zone programmes.

Each Learning Zone incorporates specific teaching facilities. All Learning Zones have a central a central “social space” and a series of break out spaces.

- located at lower and upper ground levels to provide prominent position.

- located adjacent to the main entrance and reception.

- form of building allows large span spaces for the sports facilities.

- allows access to external areas for large scale construction activities.

- central location to encourage communal school and community use.

- location allows access to the external sports - incorporates variety of break out space, amenities and social/ habitat landscapes. flexible classrooms and external teaching decks.

1

Transformational/ Adaptable spaces The ability to transform and adapt the learning environment is key to the educational vision.

The layout and structure of the building allows adaptability for use, including zoned access to the school to enable community and extended learning.

The building, structure and servicng allows transformational spaces which can change over time as teaching pedagogy develops.

2

4

1 2

- located at first floor and wraps around the atrium space allowing close connectivity.

- located on 2nd and 3rd floors.

- incorporates flexible classrooms and labs with breakout spaces and external teaching spaces.

The Street: This links the entire school at general level from the main entrance.

The Atrium: This links the triangular building horizontally. It forms a dynamic heart to the school which encourages social connectivity.

3

Main Entrance

4

Connecting entrances through Link

2009

2009

3

2015

2015

Diagrams show ability of floor plates to allow teaching transformations over time

The educational vision highlights the key learning components in terms of identity, space, adjacencies, access, and future adaptability. Diagrams are always useful to highlight key points.

33

04. Plans

New Build School

third floor 1:750 secondary entrance to school building

secondary entrance to school building

second floor 1:750

main entrance to school building

first floor 1:750

ground floor 1:350 Learning Zones Design, technology and Vocational studies Community Expressives Communication and humanities lower ground floor 1:750

Science and maths

The plans explain the organisation of the buildings, and main points of access.

34

05. Internal

New Build School

1- Perspective of Entrance to Link to Expressives Block

1- Perspective of link to Expressives- Dining

2

1 4

2- Perspective through link to Main Building Dining

2- Perspective through link to Main Building Activities

1

4- Perspective of Central Atrium and Dining

The Atrium and street form a dynamic heart to the school, allowing connectivity throughout the school as well as a space for changing uses including dining and social spaces for dining.

Proposed materials: 3- Sectional Perspective of Central Atrium Space

2

1. internal soffits and glazing 2. baffels to atrium- colour scheme

1

3. baffels to atrium 3

4. internal accoustic cladding

4

5. glazing and access to cores 1

2

3

4

5

6

6. external walkways

Materials

key perspective

Interior drawings show how the atrium will be articulated. The material finish is annotated to demonstrate how this space will be functional, feel comfortable and versatile.

Graphics are introduced to create a vibrant atmosphere and promote way-finding throughout the school.

35

06. External

New Build School

1- Perspective of Main Building towards nose

2- Perspective of nose

5

1

4

2 5

3- Perspective of Expressives Block and link

4- Perspective of Main Entrance to school

elevation east Main Building, nts 5- Perspective of Main Building

Proposed materials: elevation south- west Main Building, nts

1. metal standing seam roof 2. light box to entrance 3. feature corner

The entrances into the school have strong clarity and the traffic/ pedestrian accesses have been clearly separated.

The primary pedestrian entrance has a dynamic boulevard approach, incorporating an ‘art wall’ and leading to the building which incorporates a strong branding identity of the ALC.

3

4

2 1

4. PVDF coated metal rain screen cladding

5

5. fibre cement board soffit 1

2

3

4

5

6

6. weatherboard cladding

Materials

key perspective

The elevations show how the fenestration has been treated at different orientations to deliver a low-energy school building.

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07. Environmental Strategy

New Build School

1

7

1

7

5 1

9

2

classroom 7

1

7

1

8 1

9

8 1

1

7

7

N 2- part elevation main building- ventilation strategy/ daylighting

1- part section main building- ventilation strategy

daylighting studies undertaken

orientation

5

2

5

2

1

2 1 6 4

3

3

3- section through site

1. air supply via attenuated louvres

6. biomass boiler

2. extract via atrium

7. solar controlled glazing

3. air supply via earthtubes

8. underfloor heating

4. wind turbine

9. suspended ceiling

3

2

1

5. sedum roof

key perspective

The environmental strategy is considered both at the level of the whole site and also in the building detail. The drawings illustrate the strategy for delivering a comfortable school environment, including ventilation, acoustics, and daylighting, that relates to its site.Â

37

08. Landscape Strategy

multi-use activity space

outdoor class and dining

informal sport

hard landscaped recreational space

ramped amphitheatre

hard play areas

New Build School

views of external landscape

Informal hard play area and external leaming

The landscape proposal considers school grounds on several scales. The overall organisation across two plots of land provides a variety of spaces for exercise, dining, socialising and learning. Potential future community facilities are also indicated. The inset drawings show the relationship between classrooms and adjacent external spaces. Vignettes show potential activities in the school grounds.

38

Successful school design: effective graphic approaches has been produced to help the bidders and designers whose BSF school projects are being reviewed by CABE, to prepare their visual presentation.

It features effective graphic examples of the eight sheets required for review by the panel. Each graphic shows how the proposals relate to the 10 assessment criteria. The document is part of a suite of publishing by CABE called Successful school design, downloadable from www.cabe.org.uk/ design-review/schools.

CABE 1 Kemble Street London WC2B 4AN T 020 7070 6700 F 020 7070 6777 E enquiries@cabe.org.uk www.cabe.org.uk Published in May 2009 by the Commission for Architecture and the Built Environment CABE is the government’s advisor on architecture, urban design and public space. As a public body, we encourage policymakers to create places that work for people. We help local planners apply national design policy and advise developers and architects, persuading them to put people’s needs first. We show public sector clients how to commission projects that meet the needs of their users. And we seek to inspire the public to demand more from their buildings and spaces. Advising, influencing and inspiring, we work to create welldesigned, welcoming places.

Graphic design by Draught Associates.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, copied or transmitted without the prior written consent of the publisher except that the material may be photocopied for non-commercial purposes without permission from the publisher. This document is available in alternative formats on request from the publisher.