Education Design for Schools

EDUCATION DESIGN FOR SCHOOLS

“We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented yet, in order to solve problems, we don’t even know are problems yet.” _Richard Riley, former US Secretary of Education

Cover Image/Bellevue Hill Public School, NSW Image Left / Conceptually based on a Fibonacci Series, Bellevue Hill Public School, NSW Image Right/ Bellevue Hill Public School, NSW

INSIDE/ DESIGN APPROACH MODERN METHODS OF TEACHING CREATING THE LEARNING EXPERIENCE ABOUT GROUPGSA

GROUPGSA DESIGN SCHOOLS FOR A BETTER LEARNING EXPERIENCE

EARLY CHILDHOOD

PRIMARY SCHOOL

“We have over 40 years experience in education design and have celebrated the completion of over 340 education buildings.

Environments that are rich in knowledge that empower people to learn ”

SPECIAL NEEDS

HIGH SCHOOL

DESIGN APPROACH GLOBAL EXPERTISE

STATE GOVERNMENT UNDERSTANDING

We have designed and delivered schools globally and nationally including early learning preschools, primary schools, high schools, special needs schools, trade training schools, international schools, public and private schools.

Not every State is the same, nor are their education design guidelines. GroupGSA has a thorough understanding of each States guidelines in order to achieve the full compliance necessary

STRATEGIC DESIGN

IMMERSIVE TECHNOLOGY

Our award winning urban design team unlock the social and commercial opportunities of a site and look at the micro to marco detail and how to integrate these into the greater community. They also bring a sustainability sensitive design approach to every project.

We have a dedicated in-house design technology team who utilise technology & 3D visualisation to communicate solutions with our clients. This gives our clients the ability to be able to view their building and to walk through it before it is built.

Image/ Bellevue Hill Public School, NSW

We have an integrated graphic design team converting values and vision into stimulating spaces which strengthen the fabric of an education space and enhances the user experience. It can also be used as a learning tool to help stimulate the students whilst moving through connective spaces.

Our education spaces are recognised by the most important people – those using them. Bellevue Hill Public School has been noted as “the best recent example of a creative response to the education facilities design”. We always design our education spaces with teachers, students and the wider community in mind.

Education Design In Schools | GroupGSA

MULTI-AWARD WINNING

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ENHANCED EXPERIENCE

DELIVER

The design journey is stake-holder focused, we believe a great design strategy is born from client engagement, co-designing and collaboration. Our workshops identify the information necessary to enable a great project outcome. We believe these values can be translated into education buildings that people love.

We work with educators and clients to understand the client’s ‘big picture’ and project objectives. We provide diverse design imagery to stimulate our client’s thinking. We believe visual stimulus is an effective interpretive tool during the briefing process.

We incorporate evidence-based design during the concept stages, information gathered from our briefing process and from industry experience. This process enables the client and design team to unite from the project outset, to develop a strong design concept.

Our experience, knowledge and skill help to create and deliver unique and intelligent design solutions which are balanced by a value-added approach.

We focus on the micro details, we take a ‘hands-on’ approach and our experienced senior team is involved in all aspects of the project journey. Our client’s brief is never lost in translation.

Vision Workshop

Image/ Vision Workshop

We listen and learn

FIND THE PLAN – project site options

CREATE

SITE INVESTIGATION - the landscape becomes familiar

THINK

VISION SESSION – establish the project objectives

LISTEN

UNDERSTANDING THE PROJECT POTENTIAL – engage with key Stakeholders

DESIGN JOURNEY

We define the vision

We design innovative, collaborative and flexible learning environments. We ensure that new education spaces are: − Designed to meet the educational principles (future focused) and are planned for flexible and collaborative uses − Connected to the outdoors, functionally and visually, to reinforce learning through the natural environment − Light and airy with natural ventilation and good levels of transparency for better learning space observation and interaction − Accessible and linked by easily understood circulation − Designed for ‘whole of life’, reducing maintenance through use of robust and sustainable materials − Biophilic, allowing authentic learning experiences through nature − Connect to local community and explore cultural diversity

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THE VISON COMES TO LIFE – Project completion

ASSIST THE MAKERS - Help the builders to make the vision

DEVELOP THE CONSTRUCTION METHOD – Create the tools to build the vision

INTEGRATE THE ENVIRONMENT – Detail Design – make it all work

DEFINE THE VISION – respond to the response- confirm the design direction

DESIGN WORKSHOPS – present the potential and listen to the response

CONCEPTS AND VISUALISATIONS – consult with the user groups

We celebrate the outcome

“We focus on the client and emphasise the creative process during the design journey.”

MASTER PLANNING We make informed decisions and draw upon information from the broader community and beyond. The result, an enduring master plan framework that is robust and can withstand changes and is key to obtaining approvals and design excellence.

The school’s public face; the main entry and reception are typically located near the site boundary, considering connections to community hubs, and direction of approach for the public. Students may access the school from numerous directions, depending upon their journey to school and their transport mode.

Public access; varies depending upon factors including location, culture and student age and ability. The position of the secure line affects the permeability of the site and can alter community connectivity levels.

The school heart and learner’s area are typically connected through facilities that can be both public and private; including the Hall, and COLA, which tends to adjoin the canteen and the OSHC (After School Hours Care) to allow after hour access to these facilities. The library generally sits within the heart and learner’s area to encourage free collaboration amongst students and teachers.

The playground position and amenity on the site varies depending on the level of community use. A key consideration in design is where to position facilities on site to improve access and maintain security requirements.

As part of the master plan process for existing schools, a gap analysis identifies the deficit between the existing school assets and the required provision. This considers the function, location and adjacency of spaces within the context of the desired pedagogy.

_Sue Bennette - Dept of Education NSW.

DROP OFF/ ALTERNATIVE ENTRY PL AY

LIBARY STAFF ENTRY

“I found GroupGSA architects extremely professional and collaborative in their approach.

They consulted widely and communicated effectively with the whole school community.

They were receptive to change and accommodated requests wherever possible. I would highly recommend this group for further work with the Dept of Education”

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Image/ Top Jordan Springs Master plan Image/ Left Wuxi Masterplan

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CAMPUS DESIGN ‘STUDENT LIFESTYLE’ IS THE KEY DESIGN FEATURE IN A CAMPUS.

School campus’ are evolving along with its relationship to the culture and the cities around them. They are purposely designed to inspire and spark innovation, aspiration and excellence. Inspired landscape offers a variety of outdoor circulation spaces, plazas, gardens and a grand welcoming entrance.

As schools are more frequently sited on tight urban blocks campus’ are becoming vertical. Successful vertical design includes views between the floors. The vertical arrangement can help to invite and connect the community and also help to delineate the limit of public access. Student vertical movement becomes a key factor in the campus.

A horizontal campus is designed as a series of courtyards and open spaces that provide views for the surrounding buildings. Outdoor settings create areas for both planned and spontaneous activities.

experiences with sporting, hospitality, construction and performance facilities, gardens, libraries and additional learning hubs focussed on areas such as STEAM or sustainability.

Thoughtful campus design promotes: − Friendship − Good study habits − Physical activity − Sustainability − Connection with nature − Connections to a wider community

Circulation pathways form the axis of the precinct and offer order and direction. These define the sequences in which students and staff move through the space. Well-planned circulation avoids congestion and excessive noise. Superior campus designs offer enhanced and connected learning

Image/ above Emasi School, Vietnam Image/ right UoS Sydney School of Business, NSW

Image right / UNIS, Vietnam

“Design creates culture. Culture shapes values. Values determine the future. � _Robert L. Peters, designer and educator.

THE RISE OF VERTICAL SCHOOLS More children within our cities means a need for more childfriendly social infrastructure; daycare centres, schools, and parks. Land is scarce and costly within the inner suburbs, so the design of schools needs to be smarter; to make better use of the land, provide enough outdoor play space for our children, allow for future expansion, and consider amenity for the surrounding community. Typically these schools are vertical, minimising their footprint on the site. Use of the school may be timetabled as part of the design process to minimise the number of classrooms required.

Beyond the city, suburban schools may also consider extending their facilities by expanding into vertically planned accommodation, if significant growth is required. The smaller footprint of a taller building can conserve external play space and maintain existing sports grounds.

Vertical schools enable more of a school site to be retained for future development, allowing for expansion as our neighbourhoods and populations grow.

cecil hills

Image Above/ Emasi, Vietnam Image Right / Bellevue Hill Public School, NSW

The environment must be rich in motives which lend interest to activity and invite the child to conduct their own experiences experiences.

Image/ Bellevue Hill Public School, NSW

MODULAR - DESIGN FOR MANUFACTURE AND ASSEMBLY (DFMA) Modular construction, whereby a building is largely constructed offsite, is becoming a more common option for the design and construction of Australian schools.

− Ability to connect modular construction with traditional construction.

The increased speed of a modular project time-line compared to traditional construction is driven by the ability to concurrently undertake site works with building construction.

This is combined with the efficiencies associated with manufacturing elements within a factory. Additionally, by utilising Building Information Modelling software combined with good communication, design work can be undertaken whilst the early stages of construction are in progress. The entire project time-line can be condensed to deliver new high quality school buildings faster.

− Ability to extend modular buildings outwards and potentially upwards.

There are further benefits associated with modular building projects:

Offsite manufacturing elements which GroupGSA have developed include pre-cast facade elements, pre-cast floor systems, curtain wall facade systems, modular ceiling systems, and modular wall systems.

− Reduction in time spent on site, minimises the impact upon school operations. − Reduces the noise, dust, site traffic, and general disruption associated with construction, as construction is completed off-site − Ease of standardising and replicating building elements, reduces cost.

Image/ Jordan Springs Public School, NSW Image Left/ Jordan Springs Public School, NSW

− Depending upon the construction system, it may be possible to relocate a modular building in the future.

Offsite construction methodologies include volumetric modular and component modular, also known as “kit of parts” systems. It is also possible to hybridise modular construction methodologies. For example, using a component system of standardised building parts based on a consistent grid, but including volumetric elements, such as frequently repeated rooms, such classrooms or toilets.

GroupGSA have proven skills and knowledge in the fast paced process of modular projects. We are innovative and knowledgeable in all forms of modular design and construction.

“With this innovative method of construction comes a number of advantages…increased efficiency, reliability, a fixed cost and most importantly, a much faster timeframe to completion.” _Modscape Director Jan Gyrn

MODERN METHODS OF TEACHING “A teacher affects eternity; he can never tell where his influence stops. _Henry B Adams

LIFTING THE LID OFF THE CLASSROOM Modern Methods of Teaching In our rapidly changing world schools seek to prepare students for roles which do not yet exist. To succeed in the future, it is thought students will require research, problem-solving and critical thinking skills, both independently and collaboratively. No longer is the experience of learning centred around the teacher and blackboard, with students seated at fixed individual desks.

Whilst direct instruction methods still have their place, teachers use a range of pedagogical approaches depending upon what is being taught, the needs and abilities of their students, or even the time of day. This student-centred approach offers choice of where and how students learn; it involves demonstrations, discussion, enquiries, collaboration, review, and reflection.

A future-focused learning environment is required. To achieve this teachers and students can adapt learning settings and technology to suit the lesson, activity, or scenario.

Lightweight furniture is easily moved, allowing teachers and students to reconfigure the settings. This flexibility supports opportunities for team teaching, and enables students to work independently or collaboratively in groups of various sizes.

In modern schools students have become protagonists in their own learning.

“Flexible learning create spaces for modern methods of teaching, empowering teachers and students to create unique environments that spark innovation and education excellence.�

FEEDBACK & REFLECTION / INDEPENDENT

EXPERIENTIAL

GUIDED /FEEDBACK & REFLECTION

COLLABORATION /DISCUSSION

Education Design In Schools | GroupGSA

DEMONSTRATION /EXPLICIT

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DISCUSSION /GUIDED

The above learning settings are fully flexible, and can be used for multiple future focused learning modes. These are suggestive settings.

LIBRARY The function of the library is no longer centered around books, it now includes multiple digital platforms and provides a variety of seating options and communal spaces. Schools’ often consider the library the heart of the school.

They are still places of quiet refuge, but additionally provide a wide range of activities from craft groups to study circles. The library is now a meeting place for writing, history, language and film groups as well as book readings and even drama.

There is often a variety of seating lounge areas, as well as individual study seating and small glazed rooms for group study.

The librarians are closely involved in each child’s educational development and facilitate their ability to research and extend an area of interest. Children can access the library during school breaks, but it is also a place to host visitors from outside the school. It’s central location is a place from which to show visitors the school grounds.

Images/ North Fitzroy Library and Community HUB, VIC

In some schools, the library as a physical space has been dissolved and books exist in digital form. Bookshelves are placed throughout the school and are administered by the librarian. Students can borrow from these shelves. This makes books informally accessible, although it does make it difficult to track down a specific book and it is hard to know exactly where a resource may be at any given time. The library is also used as a place to hold seminars for parents, visitors and has makerspaces attached to it. It is a learning space for many different subject areas.

"The more that you read, the more things you will know.

The more that you learn, the more places you'll go." _Dr Seuss (1978)

SPECIALIST SPACES Essential high-school facilities include specialty learning spaces, some of which are vocational areas, which can be offered by the school for community use. The ‘shell’ should be designed to be flexible for future changes.

Student success in elective subjects is greatly affected by their access to quality speciality spaces including: Science Labs – Inspiring futures in science. Technical spaces require good ventilation, hygienic finishes and chemical resistant finishes.

Sporting Facilities – A prized and critical area for every school, well designed sporting facilities can define a school within its community.

Art Workshops – Visual art workshops need high levels of natural light, open space, storage and specialised areas for equipment and activities. Associated general-learning classrooms enable theoretical lessons and crossover between visual art, performance, science and music.

Music Rooms – acoustically appropriate spaces with associated small rooms or glazed booths for practising or recording work. Music Rooms are ideally located near the performance lab.

Image Top / Tafe, NSW Images Bottom/ Newcastle University Sports Centre,NSW

Fitness– Featuring resilient flooring and a mirrored wall with a barre, this space has an emphasis on health and wellbeing.

Hospitality Kitchens – Giving students an understanding of good nutrition is imperative in this fast food age. Welldesigned hospitality labs are a popular choice for students embracing food culture and vocational area.

Construction Workshops – These can be part of a STEM or STEAM precinct. They are best placed adjacent to an outdoor covered workshop with good ventilation. Students learn the practical subjects of construction, design and materials. Associated theoretical spaces are placed adjacent to the workshops with glazing, enabling teachers to see students in both areas while allowing the students to learn the practical outcomes of design decisions.

Multi-purpose Hall – Used for different events and activities for a lot of people including sport, theatre, presentations, lectures, information nights, performance practise, and examination setting. Design considerations include structure to enable a large span, acoustics, heating, and cooling.

Images / PPP Queensland 10 Schools, QLD Image Right/ Yarraville Community Centre, VIC

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“Quality and diverse teaching environments attract and retain teachers and engage students�

STEM AND STEAM ‘Creating a student-centred, student-driven space.’ STEM (Science, Technology, English and Maths) or STEAM (with the addition of Art) provides students with the skills they need to thrive in their future careers, from technical skills to critical thinking, problem-solving and creativity, to communication and collaboration.

Having spaces for students to feel empowered to engage in high-level problem solving is critical to twenty-first century thinking. Schools need to provide a variety of flexible spaces suitable for cross disciplinary, project-based learning. Having at least one large space which can accommodate technology and equipment, large groups, screens, and breakout spaces is ideal. GroupGSA has developed a STEM Lab of a room size of 150sqm with associated technology, storage, and breakout spaces and adjacent general learning spaces, some with science demonstration benches.

Image/ Bellevue Hill Public School, NSW

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An ideal High School STEM lab is located adjacent to workshop spaces, and CAD labs that have glazed walls between the rooms. This encourages an understanding between computer-generated design and material production with laser cutters and 3D printers. It is beneficial to locate visual arts within this precinct to support design within projects. This enables students to create and experiment with support from visual arts, construction, woodwork, science and maths teachers, essential for project-based learning.

STEM projects are tailored to increase skill-uplift in STEM industries. Some schools are adopting partnership programs to actively grow students STEM-job readiness skills by matching primary and secondary schools with region-specific industry partners. This provides technology programs to make classroom learning relevant and engaging, and offers teachers professional development to encourage STEM expert knowledge. These programs inspire students, who meet highly skilled trade and industry practitioners, and can lead to scholarship and job opportunities.

STEM-focused schools are inherently future-focused and are greatly supported by students, parents and industry. To successfully implement a STEM curriculum, it is essential to provide educational spaces which enable students to explore project-based learning.

OUTDOOR LEARNING Outdoor learning is a vital part of a students education . It is fundamental for their wellbeing to have daily interaction in outdoor environments and have a connection back to nature.

Given the amount of time a child spends on school grounds, it is crucial the environment is designed to enhance an appreciation of the natural environment and facilitate different outdoor activities. The grounds should be dynamic and versatile where students can visualise, discover and create.

This can foster a sense of ownership and care.

Designing the school grounds with the student experience in mind is an opportunity to have a positive impact on each child. School is a major part of the fabric of a child’s world and their place in it.

The outdoor learning environment should be enriched by natural resources. Varied topography is important, allowing ground levels to provide elements for play. Bushland areas with trees for shade can create micro-spaces for imaginative play, whilst large open areas are crucial for children to experience. Spaces created with bushes, rocks, different textures, smells and colours throughout the seasons with seating opportunities, can be peaceful spaces for children to find shade and look in detail at leaves, twigs, and insects.

Play is not just about nature, it’s also about outdoor spaces such as COLA’s (Covered Outdoor Learning Spaces) and sports fields. A COLA provides students outdoor learning opportunities where they are protected from the elements.

COLA’s work well located adjacent to practical activities or STEM spaces, serving messy activities. When attached to the school hall it can provide additional seating. Sporting fields provide students a place to learn to work as a team and instils values like maturity, confidence and responsibility and helps fight childhood obesity.

Image Top/ North Fitzroy Library, NSW Image/ Plough and Harrow Playground, NSW

“School grounds should be dynamic and versatile where students can visualise, discover and create.�

SPECIAL NEEDS INDEPENDENT LEARNING When designing for special needs, it is important to understand the complex spatial, sensory, physical, functional and pedagogical requirements of the students, coupled with the practical and professional requirements of the teaching staff.

Diagnoses of Special Needs vary significantly. However, inclusive of both indoor areas and playgrounds, minimizing level changes, designing for clear sight lines, considering stimuli, passive surveillance, adequate enclosure for safety, and emergency egress are all important design considerations. Additionally, there are numerous specialist facilities, which could be of significant benefit to special needs students and potentially also their non-disabled peers: Active and Passive Sensory Rooms These are multi-sensory environments therapies such as physiotherapy or occupational therapy may be undertaken within an immersive atmosphere, which may be active or passive.

Various stimuli include visual elements, soothing sounds, aromas, tactile experiences, vibrosonic sensations, and movement.

Image/ Fernhill School Glenmore, NSW Image Right/ Snoezelen, Active and Passive Sensory Rooms

Hydrotherapy Pool Hydrotherapy is widely used as a treatment for conditions impacting the muscular skeletal system. The buoyancy of the water reduces the stress on bones, joints and muscles by lowering the load bearing weight through the body, producing a liberating effect of body movement for the physically disabled that cannot be achieved on land. Additionally, due to the hydrostatic pressure of the water, Hydrotherapy can improve social interactions and behaviours in students with Autistic Spectrum Disorders.

Lifeskills Life skills lessons for students with Special Needs play an important role in developing the ability to undertake daily living activities; setting the foundation for self-sufficiency to achieve independence. With a sufficiently flexible learning environment these skills can be taught within the homebases, dining areas and hygiene rooms of the school, or within a dedicated domestic kitchen area.

Thoughtfully designed Special Needs schools can offer great improvements in the outcomes for students and their families.

Such schools create a better, safer, more rewarding work environment for the dedicated teaching staff.

NEURODIVERSITY

Current scientific thinking suggests that neurodiversity is a variation in the functioning of the human brain, which manifests in learning and thinking processes that differ from neurotypical peers. Neurodivergent conditions include Autistic Spectrum Disorders, Dyslexia, Dyspraxia, Dyscalculia, ADHD, Tourettes Syndrome, amongst others.

When designing spaces for neurodivergent students the following factors should be considered: − Cooler colours are preferred by children with ASD, with a preference for brown and green indicated by academic studies. Warmer colours (orange, red, and particularly yellow) elicit a hyper-sensation response whereby the colour is perceived as producing sensory overload − Acoustics; misophonic symptoms and hypersensitivity to noise has been documented in people with ASD and ADHD. Acoustic treatments must reduce impact and reverberated sound, and background noise. − Temperature changes resulting from the transition between internal and external environments can cause sensory overload. Arrival at the school should avoid unnecessary transitions. Pause spaces around external doors allow students to manage any momentary over-stimulation, which may result from change in light and temperature. − Challenging behaviours sometimes demonstrated by people with ASD may result from difficulty in processing information, unstructured time, sensitivity to sensory stimuli, a change in routine, transition between activities, or physical reasons.

Inability to communicate these difficulties can lead to anxiety, anger and frustration, resulting in a meltdown. − Our work has included designed solutions to support the management of these behaviours including large enclosed outdoor areas, and withdrawal rooms located within a quiet corner of the homebase, allowing students space to process and reduce sensory stimulation or to retreat to during meltdowns.

In conclusuin designing to meet the multifaceted requirements of people with special needs is a rewarding challenge which requires a detailed understanding of the students, teachers, the wider community and the societal context of the project.

Crucially, once completed, special needs schools that have been thoughtfully designed, offer great potential for exponential improvements in the outcomes for students and their families. Such schools create a better, safer, more rewarding work environment for the dedicated teaching staff.

Images Right/ North Fitzroy Library

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18% of our population is neurodivergent yet as design professionals we design for the neurotypical cohort, therefore, missing out on talent, contributing to people‘s anxiety, depression and exclusion. As designers we have the desire to understand this in more detail and begin designing for a broader group of people.

CREATING THE LEARNING EXPERIENCE

“From a holistic point of view, schooling should be helping to equip young people with the tools they need to become engaged thinkers, resilient and resourceful learners, creative problem solvers and active members of their communities.�

Future Frontiers Analytical Report - Key Skills for the 21st Century: an evidence-based review

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Education Design In Schools | GroupGSA

TEACHING METHODOLOGIES Creating the Learning Experience The movement within the teaching profession away from the traditional, predominantly didactic, mode of delivery towards modern methods of teaching allows widely varied pedagogies to deliver the curriculum.

Significant changes have been made to the learning environments and furniture settings to allow continually evolving teaching styles, advances in ICT and societal changes.

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“For the first time in human history, how people live and work is fundamentally changing within the duration of a single lifespan or less.�

FURNITURE

Beyond how the furniture looks, it is important to understand how the learning space will be used.

Furniture should be carefully selected to allow educators and students to easily configure and reconfigure classrooms to suit different learning styles and address the immediate requirements of learning activities.

Specification of a wide variety of different types of lightweight seating and desks allows choice for students to find somewhere that suits their learning style and feels comfortable for them; − Seating such as ottomans and stools allow learners to wiggle, wobble rock, tap, and fidget; aiding concentration for those who are sensitive to movement. − Some seating should provide a back rest for students who require additional core support − Some students may prefer to lounge or lie down whilst reading, so as well as soft furnishings, low height tables can be used whilst seated on the floor − Students who prefer to stand should have access to standing height desks. − Desks of different shapes, heights and sizes support various modes of learning. − Desks which can be quickly moved out of the way, so that the floor can be cleared for dance, meditation, or to provide space for robotics.

“In order to act as an educator for the child, the environment has to be flexible: it must undergo frequent modification by the children and the teachers in order to remain upto-date and responsive to their needs to be protagonists in constructing their knowledge.” _Lella Gandini (1998)

Image/ XX

“Colour is believed to be the most important visual experience to human beings, playing a significant role in the feel of an environment.�

Image/ North Fitzroy Library, VIC.

Vivid colours have been shown to enhance short-term memory and improve functional ability. Warm colours increase stimulation, aiding continued concentration during low demand tasks. Creative and high demand tasks are more successfully undertaken in cooler coloured spaces.

Monotonous colour schemes can under-stimulate, whilst overuse of individual colours in a large plane can be problematic; too much blue has been cited as depressing, whilst excessive yellow can be stress inducing. Hence a restricted palette offering splashes of three to five colours for each learning environment is typically preferred. Students will also add colour through the display of their work. It is a delicate balance.

Beyond the consideration of the function of a space, we all have a favourite colour. Whilst this varies in every individual, patterns indicate that colour preferences are known to shift from warmer to cooler hues as children age. Therefore, red and warm hues may be well suited for a Kindergarten, with cooler colours within classrooms for older students, where longer focus is necessary.

When designing educational spaces for students with disabilities, considerations around colour need to be adjusted according to a wide range of criteria including; − Avoidance of warm hues within spaces for students with autism, − Colour-blindness, and − Consideration of Light Reflectance Values to achieve visual contrast of adjacent surfaces and assist visually impaired students navigate their environment.

Colour preference and response varies somewhat for individuals, although patterns associated with age, neurodiversity, and culture have been evidenced in numerous academic studies. The application of colour should be carefully considered based on the intended function of the educational space and nature of the user group. Correct use of colour can result in positive outcomes regarding memory, concentration, behaviour, and ultimately performance and comfort of students.

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Colour is believed to be the most important visual experience to human beings, playing a significant role in the feel of an environment. It affects perception, cognition, and emotion; impacting upon concentration, comprehension, behavior, and memory. Therefore, selection and application of colour within the design of learning environments must be very carefully considered.

Education Design In Schools | GroupGSA

USE OF COLOUR

BEYOND THE CLASSROOM Learning in modern schools extends beyond the classroom. The building itself can be a tool for teaching, and learning can cross the boundaries of the school gates.

Injecting fun elements An environmental graphics overlay to an education building can introduce ‘fun elements’ into the learning environment by utilising a combination of colour and visual learning cues.

It is an opportunity to explore ways to engage and stimulate students and give the school a unique sense of culture and pride to make a school a vibrant place to play and learn.

Sustainability For many schools, sustainable measures such as solar panels and rainwater harvesting have become commonplace. In addition to reducing expenditure on utilities, these systems provide an opportunity for embedded learning - such as students using harvested rainwater for irrigating the school vegetable garden.

The fabric of the building must be energy efficient and made from responsible materials. Off gassing from paints and furnishing is eliminated by the right choices. Social sustainability should also be in evidence through accessibility, and equality considerations and the buildings should tell the story.

Shared Use Sustainability can also involve joint use of school and community facilities. This reduces the extent of amenities that a school or community needs to build and maintain: Nearby public parks may allow a school to expand its play space. Conversely, schools may open their playgrounds for community use outside school hours creating green space for sport, or for farmers markets. Instead of building auditoriums, gymnasiums and swimming pools, these may be rented from nearby councils or universities. The school hall be may be shared with community groups for performances or sports; the canteen may serve as a café for parents on the school run; workshop and specialist spaces provide opportunities for locals to increase their skills, and the school becomes the heart of the community.

Image top/ Spring time mural, NSW Bottom left/ farmers market at local school; Middle/ Plough and Harrow, NSW; right/ Woodlea Sporting Pavilion, VIC

ABOUT GROUPGSA GroupGSA is a global award-winning organisation, having won over 100 awards across all of our sectors, Living Environments, Working Environments, Tourism & Leisure, Health & Wellness and Social Infrastructure .

Integrated design practice offering architecture, urban design, landscape architecture, interior design and graphic design.

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GroupGSA is recognised as one of Australia’s top 10 design firms, and has completed many landmark and innovative projects across its 5 building typology sectors.

Our strategy is based around senior skilled sector leaders who have specialist knowledge and expertise.

They are supported by a highly committed team of skilled architects, designers and technicians.

We seek to develop close relationships with our clients, taking their vision and ‘designing ideas to life’. Our clients benefit from a value added approach to problem solving, design and innovation supported by a depth of technical knowledge and research.

We manage the project development process from feasibility to occupation, as a highly collaborative process, between all team members from the client to the operator, to the consultant team and other stakeholders. That is our ‘designing ideas to life journey’ Enriching lives through design. We believe the journey from brief to delivery should be insightful, rewarding and inspiring - more than 80 per cent of our clients return to work with us.

Our design practice leads through knowledge. Our designers bring sector experience, insight and expertise to every project we deliver.

Diversity and inclusion is at the centre of what we do.

We support organisations such as PIF, who’s mission is to make a tangible difference to the serious and persistent problem of youth homelessness to fostering a diverse and inclusive workplace.

GroupGSA has a culture of nurturing talent and mentorship. We have a yearly leadership program and a mentoring program that all of our staff participate in.

GroupGSA has long been committed to reducing the impact our buildings have in the environment and improving the health and comfort of the occupants.

Image/ GroupGSA, NSW

“Our design approach invites and inspires truly transparent collaboration with clients, partners and our people.�

GROUPGSA IN A NUTSHELL

Image/ Bourke Street Public School, NSW

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Disciplines

Sector

Architecture, Interior Design, Urban Design, Landscape Architecture and Graphic Design

Living Environments, Working Environments, Tourism & Leisure, Health & Wellness, Social Infrastructure

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$500m+

Design Experts

Project Value

With a range of different capabilities ranging from architecture to graphic design

GroupGSA projects value range from $500K - $500M

“If we teach today as we taught yesterday, we rob our students of tomorrow� _John Dewey

50/50

006

Private/Government

Offices

Our clientele ranges 50/50 from government to private companies

Sydney, Melbourne, Gold Coast, Brisbane, Perth, Shanghai, Ho Chi Minh City

040

80%

Years Experience

Repeat Clients

Our work has been acknowledged with design awards from the industry

Our clients are satisfied with our services and return 80% of the time

www.groupgsa.com ARN 3990

Sydney Level 7, 80 William Street East Sydney NSW 2011 Australia T +612 9361 4144 E sydney@groupgsa.com

Melbourne Level 1, 104 Exhibition Street Melbourne VIC 3000 Australia T +613 9416 5088 E melbourne@groupgsa.com

Brisbane Level 14, 100 Edward Street Brisbane QLD 4000 Australia T +617 3210 2592 E brisbane@groupgsa.com

Perth Level 1, 285 Vincent Street Leederville WA, 6007 Australia T +61 416 223 331 E perth@groupgsa.com

Shanghai Room 407, No. 71, Xi Suzhou Road Jingan District Shanghai 200041 PR China T +86 182 1036 2158 E shanghai@groupgsa.com

Ho Chi Minh City 19th Floor – Havana Tower, 132 Ham Nghi, Ben Thanh Ward, District 1, Ho Chi Minh City Vietnam T +84 8 3827 5385 E hcmc@groupgsa.com

Image/ Bellevue Hill Publi c School, NSW