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 $$! COMPLIANT AND THE SCHOOL IS FULLY INCLUSIVE s )MPROVING THE DINING FACILITY
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"US STOPS (OSPITAL
2AIL STATION 5NIVERSITY 0RIMARY #ARE 4RUST
!ERIAL PHOTOGRAPH ILLUSTRATING THE RELATIONSHIP WITH NEIGHBOURHOOD
School Name
Bidder
This drawing sets out the basis for the project by defining the key education objectives, an analysis of the site and its buildings, the school’s relationship with its surroundings, and environmental characteristics across the site, such as prevailing wind direction and sun paths.
4
02
Existing buildings )SSUES WITH EXISTING SCHOOL BUILDINGS s 0OOR WAYlNDING s 5NWELCOMING DINING SPACE WITH POOR ACCESS s .O INTERNAL STUDENT SOCIAL SPACES s 3HARED STUDENT AND VEHICLE ENTRANCE s 4HE OLDER BUILDINGS ARE NOT $$! 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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0UPIL 6EHICLE 3ERVICE %NTRANCE
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SOCIAL SPACE
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3ECONDARY 3TUDENT %NTRANCE
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+%9 #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.
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03
Strategy
VISITOR
3TUDENT ACCESS
%NTRANCE POINT #IRCULATION ROUTE .EW STAIR .EW LIFT
6ISITOR STAFF ACCESS 6EHICLE ACESS #YCLE PARKING
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3OCIAL SPACES
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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
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-AIN 0UPIL %NTRANCE
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-AIN 6ISITOR %NTRANCE
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3OCIAL 3PACE ,OWER GROUND mOOR
'ROUND mOOR
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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
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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
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-USIC $RAMA
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7# CHANGING
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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.
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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&)%
!$
$ 4 BLOCK
Bidder
Key sections and elevations show facade treatments at different orientations.
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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.
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07
+%9
Environment
6ENTILATION AS EXISTING
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$ESIGN 4ECHNOLOGY
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!DMINISTRATION
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!RT
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3TUDENT HUB
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"IOMASS BOILER AND PLANT AREA
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&OOD 4ECHNOLOGY
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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.
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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.
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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
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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.
36
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.