Proposed Conventional School in Pune┃Kirti Pawar┃Design Dissertation┃Sem 9

UNIVERSITY OF MUMBAI DESIGN DISSERTATION REPORT ON

SUBMITTED BY: (BACHELORS OF ARCHITECTURE)

GUIDED BY: PROF. AR. MELLISA PEREIRA COUTINHO

2021-2022

THAKUR SCHOOL OF ARCHITECTURE AND PLANNING (AFFIALIATED TO MUMBAI UNIVERSITY)

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CERTIFICATE This is to certify that the project entitled is a bonafide work of Ms. KIRTI SONU PAWAR.

Submitted to the University of Mumbai in partial fulfilment of the award of the degree of undergraduate in Bachelors of architecture.

Name and Signature:

Ms. KIRTI SONU PAWAR

AR. DHIRAJ SALHOTRA

(PRINCIPAL)

AR. MELLISA PEREIRA COUTINHO

(DESIGN GUIDE)

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This Dissertation Report Entitled PROPOSED CONVENTIONAL SCHOOL IN PUNE

By Ms Kirti Sonu Pawar is approved for the degree of bachelor in Architecture.

External Examiners:

1. ___________________ 2. __________________

DATE:

PLACE:

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DECLARATION I hereby declare that this written submission entitled Proposed Conventional School in Pune represent my ideas in my own words and has not been taken from the work of others (as from books, articles, essays, dissertations, other media and online); and where others' ideas have been included, I have adequately cited and referenced the sources. Direct quotations from books, journal articles, internet sources, other texts, or any other source whatsoever are acknowledged, and the source cited are identified in the dissertation references. No material other than that cited and listed has been used.

I also declare that I have adhered to all principles of academic honesty and integrity and have not misrepresented or fabricated or falsified any idea data fact source in my submission. I understand that any violation of the above will be cause for disciplinary action by the institute and can also evoke penal action from the sources which have thus not been appropriately cited or from whom proper permission has not been taken when needed. This work, or any part of it, has not been previously submitted by me or any other person for assessment on this or any other course of study.

Name of the Student: Kirti Sonu Pawar Exam Roll No: 2018084 Date: Signature of the Student:

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ACKNOWLEDGEMENTS The compilation of this study would not have been possible without the expertise of my mentor and thesis advisor, AR. MELLISA PEREIRA COUTINHO

A debt of gratitude is also owed to my principal, AR. DHIRAJ SALHOTRA. I would like to express my gratitude towards my family for their support and everyone who directly or indirectly helped me out in developing this thesis report.

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TABLE OF CONTENTS 1. INTRODUCTION………………………………………………… 8 1.1.

Background study…………………………………………. 9 1.2.

Hypothesis…………………………………………………11 1.3.

Aim ………………………………………………………. 11 1.4.

Objectives……………………………………………….... 11 1.5.

Scope……………………………………………………… 11 1.6.

Limitations and Delimitations…………………………….. 12 1.7.

The accepted outcome of study…………………………… 13 1.8.

Methodology ……………………………………………... 14 2. LITERATURE REVIEW………………………………………... 15 2.1.

History of Conventional School………………………….. 15 2.2.

About National Educational Policy2020 (NEP2020)…….. 16 2.3.

Aim of National Education Policy 2020………………….. 18 2.4.

Need of Conventional School…………………………….. 19

2.5.

2.6.

2.7.

2.8.

Psychology of Children…………………………………... 21 Curriculum……………………………………………….. 22 Play activities and Interest in late childhood…………….. 24 Architectural input in Conventional School……………... 26

3. DATA ANALYSIS AND COLLECTION 3.1.

Education Status of Children…………….......................... 31 3.2.

Teaching and Learning…………………………………... 32 3.3.

Methods of Teaching…………………………………….. 33 3.4.

Solutions on the Problems of Indian Education System… 34 3.5.

Learning spaces and Anthropological analysis………….. 36 3.6.

Inference………………………………………………… 38 4. CASE STUDY 4.1.

Manaskriti School, Faridabad, Haryana, India………….. 39 4.2.

Mirambika School, New Delhi, India…………………… 46 4.3.

The Heritage School, Pune. Maharashtra, India………… 52 6

5. COMAPARISON OF CASE STUDIES……………………….. 59 6. COMAPARISON OF SITE ANALYSIS……………………… 60 7. SITE SELECTION, ANALYSIS AND JUSTIFICATION…... 62 7.1.

About the Site…………………………………………… 64 7.2.

Demographics…………………………………………… 69 7.3.

SWOT Analysis…………………………………………. 70

8. DESIGN BRIEF AND PROGRAM WITH AREA STATEMENT……………………………………………………… 71 9. PROGRAM DEVELOPMENT………………………………… 77 10. CONCLUSION ……………………………………………… 80 11. BIBLIOGRAPHY…………………………………………… 81

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1. INTRODUCTION: “The strategic, active engagement of students in opportunities to learn through doing, and reflection on those activities, which empowers them to apply their theoretical knowledge to practical endeavors in a multitude of settings inside and outside of the classroom.” - Simon Fraser The main motive of conventional method school education is to pass on the values, manners skills and the social practice to the next generation which is necessary for their survival. In conventional method education of the student learns about the customs and tradition of the society in which we lives. But due to modern method education, conventional method education is being neglected which would result in losing our culture. The conventional method education and the modern method education, both should be given equal importance. Education developed from the human

Fig. 1 (Timeline )

struggle for survival and enlightenment. Conventional school education refers to the process by which teachers instruct students in courses of study within institutions. That’s why New Education Policy 2020 is very helpful in conventional school. The New Education Policy 2020 is a promising document that may solve many of the problems of the system. However, there are certain aspects that require further self-examination at an school level to make sure students don't miss out on quality education.

Fig. 2

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In conventional method students develop their preserving and understanding capabilities.

They also learn to understand and reconstruct their understanding and build their intellectual abilities. As we know this method is not very diversified, and hence it fails in teaching to the unique needs of every individual. So as an Architect making conventional method school some outdoor learning environments are simply spaces that provide or teach facilitate learning for fresh perspective for students who spend most of the school days in doors.

What we can do is simply, the better designed the classroom, the better children do academically. Like Acoustic, Daylight, Temperature, Indoor air quality and Classroom Infrastructure Design these major factors makes infrastructure of school better learning space.

Conventional school design isn’t simply about taking away walls and making spaces moveable; it’s about creating a variety of spaces that accommodate to specific learning needs, and providing a safe and healthy environment where kids feel valued. School buildings and classroom spaces play a most important role in the evolution to the Future of Learning.

1.2 •

BACKGROUND STUDY

The conventional school curriculum is designed to give each child space to reflect upon and assimilate students’ daily experiences.

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Also this year education system is changing from 10+2 to 5+3+3+4 because of NEP2020 aims to recognize the need to evaluate higher order skills such as creativity, critical thinking, problem solving, visualization, and idea generation.

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NEP 2020 emphasizes on multidisciplinary learning and no separations are made between vocational and academic streams.

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To provide a hands-on learning environment to children, stimulating learning spaces for children to explore, learn and create.

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This focus on changing how students learn, then also have to ensure the learning space accommodates that learning.

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Bearing this in mind, we make learning more relevant by conceptualizing curriculum around the real world affairs in classrooms and the learning spaces.

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This also enables children to reach their full potential and become ready for secondary or higher schooling.

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school approach emphasis on holistic development of the children and education paced according to the needs and capacities of the child. The implied role of the teacher in this process is that of a facilitator.

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In Pre-Primary school: Playgroup to Second standard (3 – 8 year old)

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In Primary school: Third standard to Five standard (8 – 11 year old)

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In High school: Sixth standard to Eight standard (11 – 14 year old)

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In Secondary school: Eight standard to Twelfth standard (14 – 17 year old)

Some sector or region is the fast developing IT hub of Pune. It is a commercial cumresidential developments that promote the walk-to-work concept. Hadapsar is the proximity to Pune city, distance from Pune to Hadapsar is 11 km, which is approx. 20 minute to an hour's drive away. Because of development there are need of school, for recently married working professionals, first-time parents, or a parent of newborn finding the right Pre- Primary, Primary school and High school is important. Conventional method is best option for them.

Conventional schools are known for Passive Learning that’s why it is known for traditional schools. That’s why me as a Architect have an responsibility to make Passive Learning school more student friendly. Nowadays, Conventional educational school refers to long-established customs that society traditionally used in schools. Some forms of education reform promote the adoption of progressive education practices, a more holistic approach which focuses on individual students' needs and self-control. In the eyes of reformers, traditional teacher-centered methods focused on rote learning and memorization must be abandoned in favor of student-centered and task-based approaches to learning. The conventional education is what's familiar to most. Despite the criticism this model of school receives from some, the classroom headed by one teacher within a school community has specific advantages that explain the reasons for its widespread appeal. Most children benefit from and thrive in this form of education. Conventional education is defined as teacher-centered delivery of instruction to classes of students who are the receivers of information. Conventional method generally stress basic educational practices and expect mastery of academic learning in the core subjects of math, reading, writing, science and social studies. Public schools generally follow this educational model, although charter schools can offer a more flexible educational approach. Other alternatives to the conventional public school include independent 10

schools that operate outside the public school jurisdiction, religious schools, homeschool and online learning. Since many factors come into play when choosing a school, it's wise to look not only at the educational program, but also at social atmosphere and availability of support services. Conventional schools are most common nationwide and can offer quality instruction along with the benefits of federaland state-mandated regulations and laws.

1.1

HYPOTHESIS

Moto behind this conventional method school student can develop their preserving and understanding capabilities. They also learn to understand and reconstruct their understanding and build their intellectual abilities. As we know this method is not very diversified, and hence it fails in teaching to the unique needs of every individual.

1.2 AIM This thesis aims to design Conventional School or Passive Learning school which is to make more student friendly that supports NEP2020 and its principles such as holistic development, 5+3+3+4 structure.

1.3 •

OBJECTIVES

This research aims at developing a nature is infused into all aspects of the classroom and serves as a tool to achieve learning outcomes.

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Also, this research involves the nature-based preschools, nature is infused into all aspects of the program, and the pedagogy emphasizes learning through play and hands-on discovery that emerges from the children’s interests.

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This project designed based on the research impact of school design on learning in holistic way.

1.4 •

SCOPE The study focuses on the transactive process between teacher and student involved in

direct experience with the learning environment and content.

• From conventional school where students can construct their own knowledge and they can become active learners.

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1.5

LIMITATIONS

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Conventional school encourages higher level of competitiveness among students.

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It is a manner of gaining knowledge of that appears to make an enduring impact with the aid of using basically immersing individuals in an immediate non-public adventure of discovery.

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Conventional faculty is ready changing views and converting mindsets through taking the learner out of doors their consolation quarter and forcing them to actively interact and replicate on a topic matter.

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Students who lack self-control price a look at plan that gives balance and is simple to follow.

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Conventional method forces the student to attend the lessons and to study when required.

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In Conventional method, in general, allows for group projects and student interaction. As a result, they are able to analyze from every different and percentage doubts and concerns. These social ties can assist to provide you with new thoughts and stimulate creativity.

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Hence students learn so many subjects, some of them find it easier to determine what field they want to pursue a career in.

1.6 •

DELIMITATIONS

There is lesser focus on physical education and sports, and more focus on studying all day long.

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Large training in schools way that there's lesser consciousness on every student’s learning. This is unsafe to a student’s training adventure during, in addition to after school.

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Many schools fee exorbitant expenses, which will become a burden for parents. Schools with inexpensive expenses normally have lesser funds, which have an effect on the fine of training.

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1.7 •

THE ACCEPTED OUTCOME OF STUDY From the brief analysis one can conclude that four distinct yet connected blocks for Pr-Primary, Primary, High and Secondary school were designed to trigger better learning, belonging and behavior of respected age-groups.

•

Also NEP in 2020 came after 30 years and is all set to change the existing academic system of India with the purpose of making it at same level with the international standard of academic.

“Educationists should build the capacities of the spirit of inquiry, creativity, entrepreneurial and moral leadership among students and become their role model.”

-A. P. J. Abdul Kalam

Fig. 3 (NEP 2020 )

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1.8

METHODOLOGY PROPOSED CONVENTIONAL SCHOOL

INTRODUCTION OF PROJECT AIMS & OBJECTIVES

RESEARCH

PROGRAM FORMULATION

DATA COLLECTION

SITE ANALYSIS

CASE STUDY

AREA REQUIREMENT

BOOKS

DESIGN GUIDELINES FOR UILDING TYPE

ARTICLES

FORMULATION OF CONCEPT

DESIGN DEVELOPMENT

STANDARDS, BY LAWS, CODES

RULES & REGULATIONS

INFERENCE

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2. LITERATURE REVIEW The conventional school theory is a holistic theoretical model for understanding and determining individuals learning processes and development •

Developing a whole problem-primarily based totally studying curriculum is challenging, as issues ought to be cautiously selected, growing in complexity and problem over the route of study, and issues ought to be selected so that you can cowl all of the required additives of the curriculum.

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Students regularly locate the problem-primarily based totally gaining knowledge of technique challenging, specifically withinside the early stages, in which their foundational understanding base won't be enough to resolve a number of the problems.

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Others argue that lectures offer a faster and extra condensed manner to cowl the identical topics.

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Assessment additionally needs to be cautiously designed, mainly if a very last examination includes heavy weight in grading, to make sure that problem-fixing competencies in addition to content material insurance are measured.

"Curriculum can refer to the total structure of ideas and activities developed by an educational institution to meet the learning needs of students and to achieve desired educational aims" - Dereck Rowntree

2.1

HISTORY OF CONVENTIONAL SCHOOL

Schools in early days established on April 23, 1635, in Boston, Massachusetts, USA. In old days, India had belonged to the Gurukul Education System. During that anyone who dedicated to study went to a teacher’s house and requested to be taught. Child learn from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics from Teacher. That time all learning was connected to nature and to life and not only limited to memorizing mindlessly or by rote some information.

In India we have 28 states and total 67 boards and each states have their own appointed Government while the small administrative units(Union Territories) are controlled directly by the Government of India (GOI) and by the President of India appointing an administrator for each 15

union territories. India have total 67 recognized educational boards/councils in Indian educational system. Each 67 boards are established under the act of Government of Indian/State, which is known as Council of Boards of School Education (COBSE). As per that in Thane there is Secondary School Certificate (SSC) which is comes under Maharashtra State Board of Secondary and Higher Secondary Education. Schools in Maharashtra are affiliated to different boards including Maharashtra State Board of Secondary and Higher Secondary Education (MSBSHSE), Central Board of Secondary Education (CBSE), Indian Certificate of Secondary Education (ICSE) and National Institute of Open Schooling (NIOS).

Schools in Maharashtra are either : •

Completely state owned and controlled ( State Govt Schools ) or

•

Owned & controlled by private NGOs with State aid ( Private Aided Schools )

•

Owned & controlled by private NGOs without State aid ( Private Unaided

Schools ) •

ICSE, CBSE or IB schools do not get any state aid. They are private unaided schools.

2.2

ABOUT NATIONAL EDUCATIONAL POLICY 2020 (NEP 2020)

National Education Policy purpose is an education system rooted in Indian ethos that contributes directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge society, by providing high-quality education to all, and thereby making India a global knowledge superpower. The Policy envisages that the curriculum and pedagogy of our institutions must develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional values, bonding with one’s country, and a conscious awareness of one’s roles and responsibilities in a changing world. The vision of the Policy is to instill among the learners a deep-rooted pride in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global well-being, thereby reflecting a truly global citizen.

This policy decided that the extant 10+2 structure in school education will be modified with a new pedagogical and curricular restructuring of 5+3+3+4 covering ages 3-18.

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Fig. 4 (NEP 2020 Academic Structure)

The National Education Policy 2020 envisages that the curriculum and pedagogy of our institutions must develop among the students a deep sense of respect towards the Fundamental Duties and Constitutional values, bonding with one’s country, and a conscious awareness of one’s roles and responsibilities in a changing world. The vision of the Policy is to instill among the learners a deep-rooted pride in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge, skills, values, and dispositions that support responsible commitment to human rights, sustainable development and living, and global wellbeing, thereby reflecting a truly global citizen.

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Fig. 5 (NEP 2020 Strategy)

2.3 •

AIM OF National Education Policy 2020

National Education Policy 2020 is aims to address the many growing developmental imperatives of our country.

•

NEP 2020 also aim for India to have an education system by 2040, with equitable access to the highest quality education for all learners regardless of social or economic background.

•

Main moto behind this education system is recognizing, identifying and fostering the unique capabilities of each student, by sensitizing teachers as well as parents to promote each student’s holistic development in both academic and non-academic spheres.

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Also holistic education across the sciences, social sciences, arts, humanities, and sports for multidisciplinary world in order to ensure the unity and integrity of all knowledge.

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This policy envisions an education system rooted Indian ethos that contributes directly to transforming India, sustainably into an equitable and vibrant knowledge society, by providing high quality education to all and thereby making India a global knowledge superpower.

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In the new 5+3+3+4 structure which is under this policy, strong base of Early Childhood Care and Education (ECCE) to Higher Education.

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Which is aimed to promoting better overall learning, development, and well-being.

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Fig. 6 (Students’ Academic exposure)

2.4

NEED OF CONVENTIONAL SCHOOL Nowadays in Maharashtra mostly parents are takes admission in ICSE board. In the

second decade of 21stcentury when we have started to redefine scholastic merit in international terms the school education boards with some global orientation are finding renewed relevance. Now there is a marked increase in the popularity of curricula and methods of assessment that are informed by global pedagogical standards. The Council for Indian Schools Certificate Examination (CISCE), popularly known as’ ICSE board’ is the only Indian education board that enjoys international recognition. This means that the grades obtained with the aid of using the faculty college students passing the board examinations are taken into consideration at par with the grades of numerous worldwide advantage evaluation checks for better education.

So in Conventional gaining knowledge of is lively gaining knowledge of, college students greater quite simply recognize what they're gaining knowledge of and as a consequence preserve the know-how to a extra diploma than whilst simply having statistics offered to them with the aid of using another. The hands-on nature of traditional gaining knowledge of is incredibly motivating for college students. It allows members to be curious, creative, suppose severely and experience empowered to take part in problems that have an effect on the network and the arena round them. It additionally facilitates increase management talents to a sizeable level. Conventional schools offer structure, variety and 19

settings that mimic a actual-international environment. A set time table of approximately 9 durations an afternoon offers possibility for college students to get publicity to new topics however additionally have sufficient time to digest the fabric earlier than shifting directly to the following topic. Students also are uncovered to a large, various organization of friends during the faculty day, and anticipated to discover ways to socialize with them, that's exercise for the actual international and paintings force. As populations develop greater various and multicultural, traditional education and its publicity to a extensive kind of topics and those will higher put together college students for the way to have interaction withinside the actual international.

Pune growth started withinside the year1998 whilst the muse of the IT area turned into laid down. Maharashtra government's IT coverage in early 2000 reinforced the bottom of statistics era withinside the city. As a result, the 2800 acres of the Rajiv Gandhi Infotech Park, additionally called Hadapsar IT Park, got here into existence. With the fast boom in hands, Pune quickly have become an funding hotbed. Pune has advanced past anybody imagination. It boasts of numerous academic institutes together with several worldwide IT companies, commercial enterprise centers, hospitals, hotels, purchasing locations and loads greater conveniences, which has profoundly uplifted life-style at IT- hub.

Fig. 7 (Abstract of Education)

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2.5

PSYCHOLOGY OF CHILDREN VIEWS FROM PSYCHOLOGIST

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Late childhood extends from the age of six years to the time when the individual is mature.

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According to educationalist, it is the time when the child is expected to learn the sentiments of knowledge that are considered essential for successful adjustment to ault life.

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Impulsiveness and lack of foresight are the characteristics of this age, development tasks of late childhood.

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Learning physical skills necessary for ordinary games.

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Building wholesome audience towards oneself as a growing organism.

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Developing the task of adolescence.

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Emotional independence of parents and other adults.

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Selecting and preparing for an occupation.

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Developing intellectual skills and concepts necessary for civic competence.

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Accepting ones physique and accepting each ones role in society.

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Learning to get along with the age-mates.

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2.6

CURRICULUM • •

•

•

•

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The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based learning and the curriculum and pedagogy of ECCE. The Preparatory Stage will comprise three years of education building on the play, discovery, and activity-based pedagogical and curricular style of the Foundational Stage, and will also begin to incorporate some light text books as well as aspects of more formal but interactive classroom learning, in order to lay a solid groundwork across subjects, including reading, writing, speaking, physical education, art, languages, science, and mathematics.

The Middle Stage will comprise three years of education, building on the pedagogical and curricular style of the Preparatory Stage, but with the introduction of subject teachers for learning and discussion of the more abstract concepts in each subject that students will be ready for at this stage across the sciences, mathematics, arts, social sciences, and humanities.

Experiential learning within each subject, and explorations of relations among different subjects, will be encouraged and emphasized despite the introduction of more specialized subjects and subject teachers.

The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects.

In particular students would continue to have the option of exiting after Grade 10 and re-entering in the next phase to pursue vocational or any other courses available in Grades 11- 12, including at a more specialized school, if so desired.

❖ In Pre-Primary school: Playgroup to Second standard (3 – 8 year old) As per National Early Childhood Care and Education (ECCE) •

Upward extension;

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Spiral;

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Flexible for individual pace;

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Developmentally appropriate

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Play & activity based. No formal teaching of 3 R’s (Reading, Writing and Arithmetic)

❖ In Primary school: Third standard to Five standard (8 – 11 year old) ❖ In High school: Sixth standard to Eight standard (11 – 14 year old) 22

Subjects of Examination: Part I: Compulsory Internal Examination or Internal Assessment Candidates for the examination are required to have completed satisfactorily, courses in – (a) A third language from at least Class VI to Class VIII (Internal Examination). (b) Art (Internal Assessment). (c) Socially Useful Productive Work and Community Service (Internal Assessment). (d) Physical Education. (e) Education in Moral and Spiritual Values. NOTE ON THE THIRD LANGUAGE The third language to be studied should be determined as under: Candidates of Indian nationality (i) offering Hindi as a compulsory subject for the External Examination

❖ In Secondary school: Eight standard to Twelfth standard (14 – 17 year old) Part II Subjects for the Examination at the end of Class X Percentage Marks External Internal Examination Assessment GROUP I: (Compulsory) 1. English 2. A Second Language 3. History, Civics and Geography GROUP II: (Any two of the following subjects) 4. Mathematics 5. Science (Physics, Chemistry, Biology) 6. Economics 7. Commercial Studies 8. Technical Drawing 9. A Modern Foreign Language 10. A Classical Language 11. Computer Science 12. Environmental Science 23

13. Agricultural Science GROUP III: (Any one of the following subjects) 14. Computer Applications 15. Economic Applications 16. Commercial Applications

2.7

PLAY ACTIVITIES AND INTEREST IN Early Childhood Care and Education (ECCE): The Foundation of Learning

• Constructive Play : ➢ Making things just for fun of making them and with little pre-thought of the eventual use that may be made of the products is popular form of play among older children.

Construction with woods and tools, as well as sewing, drawing, painting, clay modelling. ➢ Drawing, painting and clay modelling gradually decrease in popularity as childhood advances. ➢ This is not so much because the child loses interests in these activities but rather because of the self-consciousness that comes when student is criticized by teachers and class-mates.

• Collecting : ➢ Students know their limits of collection to a few special items and tries to get a wide variety of each item. ➢ When young people do not participate in sports, they frequently are in for trouble because they have not had the opportunity to learn to win humbly, to enjoys gracefully and to endure physical discomfort to attain a goal.

• Amusement : During lectures of isolation student spends what time student has free from school work and from the home responsibilities in amusing themself by reading, listening to radio, play on park or on ground or just day dreaming.

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• Reading : ➢ Reading time is mainly devoted to books of adventure. ➢ Students derives keen satisfaction from imagining themselves in the role of the hero of these stories and doing thing which their ordinary life denies them. ➢ This also brings out an appeal in their interest in worshipping.

• Benefits : 1. Identification with role model characters 2. Simulation of interests in arts, music, drama, science 3. Education

• Non – Benefits : 1. Over emphasis on crime, terror and the abnormal.

2. Interference with family relationships and communication.

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2.8

ARCHITECTURAL INPUT IN CONVENTIONAL SCHOOL

GOOD INFRASTRUCTURE IN CONVENTIONAL SCHOOLS

•

•

CREATE AN ENVIRONMENT WHICH SUPPORTS EDUCATIONAL ACTIVITIES. ALSO OPTIMISES OPERATIONAL EFFICIENCY AND EFFECTIVENESS

EDUCATIONAL ACTIVITIES

• • • •

ATTITUDES PERCEPTIONS BEHAVIOURS ACTIVITIES

PUPIL OUTPUTS

• • • •

EDUCATION OUTCOMES

LEARNING BEHAVIOUR ENGAGEMENT WELLBEING

❖ Acoustic :•

Acoustic environment is the very important function of the building envelope is to protect the interior from outdoor noise.

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In school infrastructure sound insulation is play most important role as parameter of building components.

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As outdoor noise can have negative effects on health, mood, and learning capabilities of students.

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Unwanted noise circumstance is very harmful students study environment as they can’t concentrate or focus on their study.

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For that comfortable auditory perception and freedom from unwanted background noise are important for enabling communication in classrooms and allowing students to concentrate.

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•

•

•

A comparison between a façade window and a skylight will show and a skylight.

Facing the street, the location of a skylight will show 8dB lower noise levels than the façade window.

Moving the skylight towards the back yard can reduce the noise level even more approximately 15dB.

Fig. 8 (Noise level diagram)

• Y

X

•

If teachers table is placed in the middle of the long side.

The distance to the corner (X) is shorter than if the table is placed in the middle of the short side (Y).

Fig. 9 (Noise level diagram)

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How sensory room helps students for acoustic environment is explained as following :❖ Sensory Room (Helping Students With Autism Focus & Learn) •

The study considered a wide range of sensory factors and used multilevel statistical modeling to isolate the effects of classroom design from other factors, such as the pupils themselves and their teachers.

•

This guide, and the Holistic Evidence and Design study on which it is largely based, considers three primary physical characteristics of school design which have been found to be particularly important to learning those are explained as following ;-

➢ Naturalness: Light, temperature and air quality these elements together account for half the learning impact of a school design ➢ Classroom design: Ownership and flexibility, accounting for a quarter of the learning impact ➢ Stimulation: Complexity and color, also accounting for a quarter of the learning impact 27

❖ Daylight :How daylight going to help for student’s environment?

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As we all more daylighting it is beneficial for students as well as improves learning.

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The refreshing effect of natural light and warmth can also be felt on a smaller scale, and in a wide range of environments. Keeping in mind about this feature is very needful in school infrastructure.

• •

When a recent study looked at how the physical design of educational buildings affects student's performance one of the significant individual parameters was lighting.

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Students with the most daylight in their classrooms progressed: 20% faster on math tests / 26% faster on reading tests.

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Students that had a well-designed skylight in their room improved: 19-20% faster than those without a skylight.

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Students in classrooms where windows could be opened were found to progress: 7– 8% faster than those with fixed windows.

Fig. 10 (Daylight diagram)

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How will this going to help to improve daylight conditions in classrooms?

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Ensure that daylight is the best quality light source for most of the daylit hours during the year when designing schools and classrooms.

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Select solar shading/paneling systems that can ensure a high level of daylight quality and maintain views of the outdoors.

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Concentrate on the schools most utilized spaces provide in daylight solutions where the students are and allow a little darker areas within the room, if needed.

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Integrate successful architectural daylight solutions in the overall school design, that combines the advantages of windows both in the facade and in the roof.

❖ Indoor Temperature :•

The temperature in classrooms should neither be too hot, nor too cold, but just right.

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That’s why using solar shading and natural ventilation in the summer to prevent high indoor temperatures that would reduce learning capabilities.

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Require energy efficient mechanical ventilation with the systematical use of natural ventilation to reach an energy neutral strategy for cooling.

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Design windows in the facade and the roof to allow efficient airflow across the space which is known as cross ventilation and stack effect.

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Integrate effective solar shading solutions in the school design by interrelating air quality, air temperature, view, and daylight.

❖ Indoor Air Quality/Ventilation :How indoor air quality/ventilation going to help for student’s environment?

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Poor indoor air quality can not only seriously inhibit students’ concentration and overall performance, but can also lead to increased absenteeism due to illness.

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Adequate ventilation is therefore imperative for healthy classroom design to help students flourish.

How will this going to help to improve quality/ventilation conditions in classrooms?

•

Open windows and air out classrooms during lessons.

•

Innovative natural ventilation solutions, e.g. demand controlled natural ventilation, it can maintain the carbon dioxide level within the recommended range.

•

Mechanical ventilation systems can ensure an ideal level of air quality without flexible thermal comfort in colder months.

•

Hybrid solutions can combine the advantages of both natural and mechanical ventilation.

Fig. 11 (Ventilation Circulation diagram)

❖ Classroom Infrastructure Design :•

Well-designed classrooms can improve students learning progress by around 16% in a single year.

•

In classroom there has to be defined learning zones, an attached breakout space, an optimum shape for students with a teaching area relatively close to the furthest students as well as big wall areas for varied display options.

30

3. DATA ANALYSIS AND COLLECTION 3.1.

EDUCATION STATUS OF CHILDREN

Education is one of the key factors to a healthy, productive and equal society. It is necessary in order to produce thoughtful and knowledgeable humans who can actively participate and contribute to society. For people to grow and develop in ways that will benefit themselves and their communities they need to have schools readily available. Education is a backbone of society. It is the only way to make advancements in areas including technology, business, economics, peace, social study and human rights.

Teachers help children learn how to problem solve, how to make decisions, and how to analyse and handle different situations. All of this accumulates to creating citizens who can make educated and well informed decisions about their lives and for their lives and for their families.

One of the eight Millennium Development Goals set by the United Nations is to have universal primary education. This will not be achieved without India’s help. In 20099 it was estimated that 8,000,000 children aged six to fourteen years were out of school. India was taken strong actions since the goals were set and has since greatly contributed to decreasing this number. In merely five years, from 2000-2005 primary school enrolment in India increased by 13.7% (UNICEF). As of 2011, 80% of children are enrolled in elementary schools across the country (UNICEF). This is a great improvement and is very encouraging. With the passing of the Right to Education Act (RTE) India has made major strides towards achieving access to primary education for all its children. This act guarantees a high-quality education for all children in India aged six to fourteen. This is a vital aspect in achieving the Millennium Development Goals and in creating an healthy society in India.

31

3.2.

TEACHING AND LEARNING Teaching and learning are main activities in any educational institution. Teaching

originated at the firstly of human civilization. Its evolution runs parallel to that of human civilization in terms of its growing complexity and variety. As a result, the concept of teaching has changed quite a lot since its beginning as simple direction, to indirect stimulation and presently to a highly organized function of a body professionals. In this context, teaching is an essential act of teacher mainly earned out within the environments of school as an institution of the society. There the teacher does a service (as an act of teaching) to students either individually or in groups and this students will does in a formal systematic manner.

32

3.3.

METHODS OF TEACHING

❖ Instruction Centre : Person- Teacher centered Instruction •

Educational essentialism

•

Educational perennialism

Main objective- Highest Test Scores, Grades, Graduation Teaching method- Traditional education emphasize •

Direct instruction and lecture

•

Seatwork

•

Students learn through listening and observation

Student and teacher bonding- Formal instruction

❖ Marking : •

Grade inflation/deflationAchievement based on performance compared to a reasonably stable, probably informal standard which is highly similar to what previous students experienced.

•

Communicating with parentsA few numbers, letters or words are used to summarize overall achievement in each class. Marks may be assigned according to objective individual performance or compared to other students.

•

ExpectationStudents will graduate with different grades. Some students will fail due to poor performance based on a lack of understanding or incomplete assignments.

33

❖ Subject Area : Mathematics Emphasis is on memorization of basic facts such as the multiplication table and mastering step-by-step arithmetic algorithms by studying examples and much practice.

Science – Science class is an opportunity to transmit concrete knowledge and specific vocabulary from the teacher or textbook to the students.

Language learning – The focus is on explicit training in sound to letter correspondence rules and the mechanics of decoding individual words.

3.4.

SOLUTIONS ON THE PROBLEMS OF INDIAN

EDUCATION SYSTEM AND ENVIRONMENT 1. Adoption of technology Useful use of technological tools in teaching has many benefits. It will solve the many problems of infrastructure, quality.

2. Teacher training Teachers' training remains one of the most disorganized, overlooked, and deficient sectors of India's vast education system. This needs to be changed as they essentially hold the destiny of the future generations in their hands.

3. More government spending India targeted towards devoting 6% share of the GDP towards the educational sector, the performance has definitely fallen short of opportunities. Also funding is needed to be spend on building infrastructure.

34

4. Broad education system Growth in education sector should incorporate all sections of society like rural, urban poor ,woman Backward classes etc.

5. Quality education Education provided should meet needs of student. e.g. education provided to hearing impaired or slow learners. It should allow them to enhance their skills and get better employment options.

6. PPP model Public Private Partnership (PPP) sources and to encourage the active participation of the private sector in national development. It is more forcefully advocated when public resources are projected to be inadequate to meet needs.

7. IES An All India Education Services should be established which will decide the policies of education in consultation with educationalists.

8. Education policy Educational policy need frequent update. It should cover personality development aspect of student It should also imbibe values of culture and social services.

35

3.5.

LEARNING SPACES AND ANTHROPOLOGICAL ANALYSIS

Fig. 12 (Classroom Placement)

Fig. 13 (Anthropological Analysis of Student)

36

Fig. 14 (Anthropological Analysis of Student)

S = STATURE (HEIGHT) PH = POPLITEAL (BACK OF THE KNEE) HEIGHT BPL = BUTTOCK-POPLITEAL HEIGHT EHS = ELBOW HEIGHT SITTING HW = HIP WIDTH TT = THIGH THICKNESS SUH = SUBSCAPULAR (BACKREST) HEIGHT SH = SIT HEIGHT SD = SEAT DEPTH SW = SEAT WIDTH UEB = UPPER EDGE OF BACKREST SP = STATURE POINT LEB = LOWER EDGE OF BACKREST DH = DESK HEIGHT SDC = SEAT to DESK CLEARANCE (HEIGHT)

37

3.6.

•

INFERENCE We used raised questions on conventional method based school about consequences of education system.

•

After 30 years National Educational Policy NEP2020 has been made for betterment of student education.

•

But after NEP2020 everyone is happy now towards approach of conventional school.

•

Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs that society traditionally used in schools.

38

4. CASE STUDY 4.1.

MANASKRITI SCHOOL, FARIDABAD, HARYANA,

INDIA •

Type of project:

Institutional(primary school, middle school, high school, higher

secondary school) •

Location of the project: Faridabad, Haryana, India

•

Year of completion: 2018

•

Plot area: 10068.36 sq.mts

•

Name of the architectural consultants: chromed design studio

•

List of other consultants: chromed design studio

•

Since title of my thesis is conventional school and the structure of this school follows

acres: 2.48794 hectares: 1.00

conventional school curriculum (ICSE curriculum). Therefore this particular school system aligns with my project. The architectural concepts implemented in this school.

This school is phenomenal which will guide me in defining my project. Where students can learned curriculum subject in a great detail with better efficiency.

•

The layout of the school is done keeping in mind all the requirements and needs of the students regarding studies and physical activities.

•

keeping the outlook for interactive learning in mind, the classrooms are designed to incorporate enthusiastic activities that involve the kids' motor functions as well as brainstorming activities.

•

Schools are bestowed with the responsibility to nurture young minds and thus it is essential to create safe spaces with the use of maximum natural ventilation & sunlight and be free of toxic materials.

•

Manaskriti school engages in the inclusion of energy-efficient buildings by using strategies such as light shelves, light wells, and a louvered facade that helps minimise heat gain inside the building.

•

building management systems, water recycling systems, dual plumbing systems, and onsite sewage treatment plants are put in place for this project.

39

•

waste management strategies that reduce the wastage of water, energy, and materials during the construction process have also been involved. Treatment of organic waste into fertiliser is utilized for on-site landscaping.

Fig. 16 (Location Plan) Fig. 15 (Faridabad on Haryana map)

Fig. 17 (School Plan with location)

Fig. 18 (School Plan)

40

Fig. 19 (Basement Floor Plan)

Fig. 20 (Ground Floor Plan)

41

Fig. 21 (First Floor Plan)

Fig. 22 (Second Floor Plan)

42

Fig. 23 (Terrace Plan)

Fig. 25 (View of School)

Fig. 24 (Facade of School)

43

Fig. 26 (View of School)

Fig. 27 (View of School)

Fig. 28 (View of School)

44

Conclusion :Manaskriti school is vision towards creating a school with global practices but rooted in the Indian philosophy. Manaskriti school nurturing the creation of the mind, remains committed to our philosophy of excellence in all facets and encompasses the best practices of holistic education and pedagogy prevalent today. At Manaskriti, the natural curiosity of each child is encouraged and they are nurtured to think independently, consider different views and ideas and reflect on their learning to follow their dreams and turn passions into reality.

45

4.2.

MIRAMBIKA SCHOOL, NEW DELHI, INDIA

•

Type of project: institutional (pre-primary school, primary school and secondary school)

•

Location of the project: Aurobindo Marg, new Delhi, India

•

Year of completion: 1981

•

Plot area: 48,000 sq.mts

•

Built up area: 11,220 sq.mts.

•

Name of the architectural consultants: Sanjay Prakash and Matthijis Cornelissen

•

List of other consultants: shift architects, New Delhi

•

As my topic is conventional school based and this structure of school follows

acres: 11.861058

hectares: 4.8

conventional school pattern but it is also known as activity based school for curriculum subjects that students can learn in detail. Even my topic is also kind of this school pattern.

That’s why I have taken this school for my core case study so I can implement some ideas in project too.

•

Mirambika started in 1981 as an experimental innovative school. It has inspired several other schools in the country, which have also made mark as schools with difference.

•

It follows the system of integral education as formulated by sri Aurobindo and the mother.

•

Integral means total: as it addresses the totality of the being. In Mirambika, children learn more by doing, observing and reflecting than by didactic teaching.

•

The curriculum is not rigid, and evolves as the class progresses, allowing each individual child to grow at their own pace. From its inception, Mirambika has had a different approach towards learning. Here learning is based on the view that each individual comes into life with an evolutionary purpose and corresponding potentialities: educating means drawing out this potential.

•

The building was conceived as a place to hold an innovative program of education, research, training, and scholarship. Mirambika is a ‘free progress’ school where the stress is on child-centric value-oriented education.

46

•

There is a very light curriculum that is customized to each child, no strong subject divides, no mainstream examination or testing – instead, there is continuous and ongoing feedback and evaluation.

•

The spaces were designed to be organic, amorphous, and such that the boundary between inside space and outside space would vanish.

•

This reflected the spirit of the organization – breaking of all barriers, actualizing the self and achieving excellence through consulting the inner consciousness.

Fig. 29 (Location Plan)

Fig. 30 (Location Plan)

Fig. 32 (School Zoning Plan)

Fig. 31 (School Plan)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

ENTRANCE LOBBY POND EXPERIMENTAL SCHOOL CENTRAL COURT WITH WATERBODY BODHI TREE AUDITORIUM GYMNASIUM LIBRARY DINING COURT DINING TRAINEE HOSTEL HOSTEL 47 COURTYARD

Fig. 33 (Ground Floor Plan)

Fig. 34 (First Floor Plan)

48

Fig. 35 (School View)

Fig. 37 (School View)

Fig. 36 (School View)

Fig. 38 (School View)

Fig. 39 (School View)

Fig. 41 (School View) Fig. 40 (School View)

49

Fig. 42 (Temperature Table)

•

The courtyard planning and the large windows and terraces allow maximum daylight to enter the school without affecting visual comfort.

•

the cantilevers, orientation and landscape further take care of the changing weather conditions.

•

Due to the symmetrical plan, west facing glass was minimized by placing opaque walls.

•

Two large halls were placed at 9’o clock and 3’o clock thereby slashing heat from the worst faces in one stroke.

•

The building block is surrounded by vegetation and trees to avoid direct sunlight and to provide a view from every window.

•

Bunch of curtain creepers and bushes provide enough shading.

•

Terrazo finished terraces to reduce heat from the roof.

•

The building is furnished with white terrazzo and china mosaic roofs, extensive courtyards and vegetation for cooling and ventilation, and integrated solar hot water.

COLD AIR HOT AIR Fig. 43 (Ventilation Circulation diagram)

50

Conclusion :•

This project is considered a pioneering interpretation of learning space representing an evolution towards openness and acceptance of the natural environment.

•

The building was conceived as a place to hold an innovative program of education, research, training, and scholarship.

•

Mirambika is a 'free progress' school where the stress is on child-centric value-oriented education. There is a very light curriculum that is customized to each child, no strong subject divides, no mainstream examination or testing – instead, there is continuous and ongoing feedback and evaluation.

•

The spaces were designed to be organic, amorphous, and such that the boundary between inside space and outside space would vanish.

•

This reflected the spirit of the organization – breaking of all barriers, actualizing the self and achieving excellence through consulting the inner consciousness.

•

The classroom is where pedagogic interactions take place and apart from the transaction of content, it is the physical organization that affects interactions.

51

4.3.

THE HERITAGE SCHOOL, PUNE, MAHARASHTRA,

INDIA •

Type of project: institutional (pre-primary school, primary school and secondary school)

•

Location of the project: Talegaon Dabhade, Taluka, Maval, Pune, Maharashtra , India

•

Year of completion: 2005

•

Plot area: 40468.6 sq.mts

•

Built up area: 6200 sq.mts.

•

Name of the architectural consultants: Madhav Joshi and Associates

•

List of other consultants: Madhav Joshi and Associates

acres: 10

hectares: 4.04686

Since title of my thesis is conventional school and the structure of this school follows conventional school curriculum (CBSE curriculum). Therefore this particular school system aligns with my project. The architectural concepts implemented in this school. This school is phenomenal which will guide me in defining my project. Where students can learned curriculum subject in a great detail with better efficiency.

Fig. 44 (Location Plan)

Fig. 45 (Location Plan)

52

Fig. 46 (Site Plan)

Fig. 47 (Ground Floor Plan)

53

Fig. 48 (Elevation of School)

Fig. 49 (Elevation of School)

This project is a co-ed residential school with a CBSE curriculum educating 240 students per year. It spreads over 10 Acres of land. The school has two parts; residential cluster and academic cluster. The residential cluster comprises of 11 dormitories, 5 studio apartments for warden, residence for the principal and student’s centre. The academic cluster consists of 14 classrooms, 3 laboratories, 2 teacher’s rooms and 2 toilet blocks.

Catering Center with dining hall & adequate service areas have been provi ded. Presently, the total construction area is 6200 sqm.

The vocabulary of local basalt stone walls, terracotta clad concrete roofs and plain glass windows used for the built form complements the careful juxtaposition of solids and voids that mark each building while at the same time brings together local building craft and international sensitivities. The design derives from a basic form of a vaulted room, responds to programmatic requirements with dramatic variations on the same, expresses servant and served spaces by volumetric differentiation and is ordered by a predetermined set of dimensions and ratios. Moreover, it also derives from climatically appropriate form, passive techniques of achieving adequate lighting, heating and cooling, optimising user movement and keeping the natural terrain intact to a large extent so as to belong to the place. In spirit, it is a subtle green design without associated technological or stylistic trappings.

54

The design complements the non-regimental teaching process followed in the school. The sunlit classrooms, the variety of interaction nodes on the pedestrian routes, the scaling up or down of specific activity spaces provide the ideal setting for all academ ic, social and cultural activities. The school’s philosophy of learning through team based experimentation, discovery, and hands-on experience is complemented by the free, noncumbersome spaces, connections of the indoors and outdoors, blending of private and team areas and the in-built tools of learning. Rather than remaining just a setting, the campus becomes an active partner in the teaching- learning process.

Objects placed in the landscape – an organizing principle sensitively followed while laying varied built forms on a sloping terrain. Omnipresent hillock and the rolling landforms remain the constant point of reference while perceiving this school campus.

Fig. 50 (Sectional Elevation of School)

Fig. 51 (Sectional Elevation of School)

55

Landscaping has been integral part of space making. The sun, shade, shadow, rain, breeze, trees, fruits, flowers, fragrances, birds and now pets set forth a pleasant interactive ambience for ‘a complete learning' experience of the student.

Fig. 52 (Ground Floor Plan of School)

56

Fig. 54 (View of School)

Fig. 53 (View of School)

Fig. 55 (View of School)

Fig. 56 (View of School)

Fig. 57 (View of School)

57

Conclusion :The Heritage School project is Green building by design where ‘solar passive architecture’ has been celebrated with aesthetic sense. Positioning of buildings respecting the terrain, parceling the building into small foot prints, creating mutual shading building surfaces, thick building envelope, natural ventilation using ‘stack effect’, maximizing daylight using skylights, thermally insulated roofs with terracotta tiles has been incorporated right from the design inception stage.

58

5. COMAPRISON OF CASE STUDIES Comparative Analysis of Case Studies for Design Dissertation No. Function

To be specified if Book or Live A

Case Study 1

Case Study 2

Case Study 3

Book

Book

Book

Institutional (preprimary school, primary school and secondary school) Mirambika School, New Delhi New Delhi

Institutional (pre-primary school, primary school and secondary school)

The climate is subtropical, with a very mild and sunny winter, a very hot season from midMarch to mid-June (before the monsoon), and a muggy and rainy summer due to the monsoon.

The climate is hot semiarid climate (BSh) bordering with tropical wet and dry (Aw) with average temperatures ranging between 19 to 33 °C (66 to 91 °F)

48,000 sq.mts

40468.6 sq.mts

1

Institutional (preGENERAL INFORMATION primary school, primary school and secondary school) Name Manaskriti Shool,

2

Location

3

Boundaries on all sides

5

Climatic zone

6

Plot area

Faridabad, Haryana Faridabad, Haryana

The climate is arid to semi-arid with average rainfall of 354.5 mm.

Remarks

The Heritage School, Pune, Maharashtra, India Talegaon , Maval, Pune, Maharashtra

31160.8 sq.mts

8

Total built up area (BUA)

10068.36 sq.mts

6200 sq.mts 11,220 sq.mts.

59

6. COMAPARISON OF SITE ANALYSIS CRITERIA

SITE 1

SITE 2

SITE 3

LOCATION

HADAPSAR, PUNE

HINJEWADI, PUNE

HINJEWADI, PUNE

PLOT AREA

37,044.23 SQ.M.

39,559 SQ.M.

41,439 SQ.M.

ACCESSIBILITY

Airport 10 km and 30 min far from Pune Airport Railway station 3 km and 10 min far from Hadapsar Railway Station Bus Stop 650 m and 8 min far from Jahangir Nagar Bus Stop

Airport 20 km and 50min far from Pune l Airport Railway station 5 km far from Hinjewadi Railway Station

Airport 10 km and 30 min far from Pune Airport Railway station 10 km far from Hinjewadi Railway Station

SURROUNDINGS

Residential Area and IT

Residential Area

Residential Area

Sector

60

CLIMATE

SEMI ARID CLIMATE

SEMI ARID CLIMATE

SEMI ARID CLIMATE

BELONGING WITH

BELONGING WITH

BELONGING WITH TROPICAL

TROPICAL WET AND DRY.

TROPICAL WET AND

WET AND DRY

DRY

NOISE LEVEL

LOW

MEDIUM

MEDIUM

SCENIC VALUE

5/5

4/5

5/5

61

7. SITE SELECTION, ANALYSIS AND JUSTIFICATION

INDIA Fig. 58 (India Map)

MAHARASHTRA Fig. 59 (Maharashtra Map)

PUNE Fig. 60 (Pune District

HADAPSAR Fig. 61 (Hadapsar map)

Map)

The expansion of urban areas is common in metropolitan cities on India. Pune also has experienced rapid growth in the fringe areas of the city. This is mainly on account of the development of the Information Technology (IT) Parks. These IT Parks have been established in different parts of Pune city. They include Hadapsar, Kharadi, Talwade and others like the IT parks in Magarpatta area. This area has been undergoing rapid changes in land use in the last few years. The changes in the land use that have occurred in areas surrounding Hadapsar and Talwade IT parks.

IT hub of Hadapsar comes under within Pimpri-Chinchwad Municipal Corporation limits.

Distance from Pune city to Pimpri Chinchwad is about 15 km northwest of Pune city. Hadapsar Phase I and II are attracting major investments while Phase III and IV are in the planning stage.

Hadapsar Phase III has given a Special Economic Zone (SEZ) status and is borne to attract number of multinational companies.

This area has also seen IT developments by private investors, where IT offices are developed as a self-contained city (along with residential areas, schools, amenities etc.).

62

Fig. 62 (DCPR of site)

Fig. 63 (DCPR of Kad Vasti and Magarpatta City)

63

7.1.

ABOUT THE SITE

Location: The site is located in Kad Vasti, Near Magarpatta city, Hadapsar, Pune, Maharashtra, India Hadapsar is the proximity to Pune city, distance from Pune to Hadapsar is 11 km, which is approx. 20 minutes to an hour's drive away.

The average annual temperature in Pune is 24.3 °C | 75.7 °F. The annual rainfall is 1200 mm | 47.2 inch

Land use: - Educational area Site area: - 37,044.23

SQ.M.

N Fig. 64 (Location Plan of Site)

N Fig. 65 (1 km radius plan surrounding of Site)

64

Fig. 66

Fig. 67

65

Climate :•

Pune has hot semi-arid climate belonging with tropical wet and dry with average temperatures between 20 and 28 degree Celsius.

•

Pune experiences three seasons summer, monsoon and winter. Typical summer months are from mid tech.

•

Pune has a tropical climate. In winter, there is much less rainfall in Pune than in summer.

•

The average annual temperature in Pune is 24.3 °C | 75.7 °F. The annual rainfall is 1200 mm | 47.2 inch.

•

The difference in precipitation between the driest month and the wettest month is 339 mm | 13 inch. During the year, the average temperatures vary by 7.0 °C | 12.6 °F.

•

The month with the highest relative humidity is August (87.90 %). The month with the lowest relative humidity is March (35.10 %).

•

The month with the highest number of rainy days is July (28.57 days). The month with the lowest number of rainy days is January (0.27 days).

•

Pune are in the middle and the summers are that easy to define.

Fig. 68 (Temperature table)

66

Fig. 69 (Sun path Diagram)

67

Fig. 70 (Rainfall Graph Diagram)

Fig. 71 (Temperature Graph Diagram)

68

Fig. 72 (Humidity Graph Diagram)

Fig. 73 (Climate Table)

7.2.

DEMOGRAPHICS

Hadapsar is a large village located in Haveli Taluka of Pune district, Maharashtra with total 3738 families residing. The Hadapsar village has population of 14833 of which 7906 are males while 6927 are females as per Population Census 2011.

In Hadapsar village population of children with age 0-6 is 2154 which makes up 14.52 % of total population of village. Average Sex Ratio of Hadapsar village is 876 which is lower than Maharashtra state average of 929. Child Sex Ratio for the Hadapsar as per census is 844, lower than Maharashtra average of 894.

Hadapsar village has higher literacy rate compared to Maharashtra. In 2011, literacy rate of Hadapsar village was 87.74 % compared to 82.34 % of Maharashtra. In Hadapsar Male literacy stands at 91.76 % while female literacy rate was 83.17 %.

69

7.3.

S

SWOT ANALYSIS

trength: -

•

Site in Hadapsar is on the outskirts the school faces so there is less competition from other schools.

•

Good connectivity from nearby roads. Regular space of the site promotes proper utilization of space.

W

eakness: -

•

There is low importance to pedestrian footpaths.

•

High amount of vegetation. Under developed adjusting plots posing risk.

O

pportunities: -

•

Because of IT hub and their residential space good connectivity can bring students from the surrounding area.

•

Developing Pimpri Chinchwad at outskirts of Pune district it is helpful built conventional school in Hadapsar.

T

hreats: -

•

As said in opportunities that site surrounding area is developing that’s why nearby place its not still developed that’s why risky to maintain decorum school.

70

8. PROGRAM DEVELOPMENT PRE-PRIMARY SCHOOL REQUIREMENTS: COMPONENTS CHARACTERISTICS

NUMBER OF UNITS

EACH UNIT AREA

TOTAL AREA

4 CLASSROOMS

KINDERGARTEN

260 SQ.M. CLASSROOMS

1ST STANDARD

2 130 SQ.M. CLASSROOMS

2ND STANDARD

2 130 SQ.M. CLASSROOMS

STORAGE AREA

33 SQ.M.

SENSORY ROOM

65 SQ.M.

PANTRY

30 SQ.M.

CIRCULATION AREA

492 SQ.M.

COMMON TOILET

76 SQ.M.

STAFF ROOM

30 SQ.M.

TOILET (STAFF ROOM)

2.2 SQ.M.

PRINCIPAL'S OFFICE

28 SQ.M.

TOILET (PRINCIPAL'S OFFICE)

2.2 SQ.M.

TOTAL BUILT UP AREA

1278.4 SQ.M.

PRIMARY SCHOOL REQUIREMENTS: COMPONENTS CHARACTERISTICS

CLASSROOMS

3RD STANDARD

NUMBER OF UNITS

EACH UNIT AREA

TOTAL AREA

65 SQ.M.

130 SQ.M.

65 SQ.M.

130 SQ.M.

65 SQ.M.

130 SQ.M.

2 CLASSROOMS

4TH STANDARD

2 CLASSROOMS

5TH STANDARD

2 CLASSROOMS

MULTIPURPOSE HALL (A.V. ROOM)

133 SQ.M.

COMPUTER LAB

63 SQ.M.

LIBRARY

200 SQ.M.

STORAGE AREA

30 SQ.M.

PANTRY

30 SQ.M.

CIRCULATION AREA

684 SQ.M.

COMMON TOILET

45 SQ.M.

71

STAFF ROOM

65 SQ.M.

TOILET (STAFF ROOM) TOILET (PRINCIPAL'S OFFICE)

4.8 SQ.M. 4.8 SQ.M.

PRINCIPAL'S OFFICE

34 SQ.M.

TEACHER MEETING ROOM

29 SQ.M.

TOTAL BUILT UP AREA

1712.6 SQ.M. HIGH SCHOOL REQUIREMENTS: -

COMPONENTS CHARACTERISTICS

CLASSROOMS

6TH STANDARD

NUMBER OF UNITS

EACH UNIT AREA

TOTAL AREA

65 SQ.M.

130 SQ.M.

65 SQ.M.

130 SQ.M.

65 SQ.M.

130 SQ.M.

2 CLASSROOMS

7TH STANDARD

2 CLASSROOMS

8TH STANDARD

2 CLASSROOMS

MULTIPURPOSE HALL (A.V. ROOM)

130 SQ.M.

LIBRARY

130 SQ.M.

COMPUTER LAB

65 SQ.M.

LABORATORY AND STORAGE AREA

65 SQ.M.

PANTRY

22 SQ.M.

STORAGE AREA

22 SQ.M.

CIRCULATION AREA

278 SQ.M.

COMMON TOILET

90 SQ.M.

STAFF ROOM

54 SQ.M.

TOILET (STAFF ROOM)

4.8 SQ.M.

PRINCIPAL'S OFFICE

24 SQ.M.

TOILET (PRINCIPAL'S OFFICE) TEACHER MEETING ROOM

TOTAL BUILT UP AREA

4.8 SQ.M. 29 SQ.M.

1308.6 SQ.M.

72

SECONDARY SCHOOL REQUIREMENTS: COMPONENTS CHARACTERISTICS

CLASSROOMS

9TH STANDARD

NUMBER OF UNITS

EACH UNIT AREA

TOTAL AREA

65 SQ.M.

130 SQ.M.

65 SQ.M.

130 SQ.M.

65 SQ.M.

130 SQ.M.

65 SQ.M.

130 SQ.M.

2 CLASSROOMS

10TH STANDARD

2 CLASSROOMS

11TH STANDARD

2 CLASSROOMS

12TH STANDARD

2 CLASSROOMS

COMPUTER LAB

98 SQ.M.

LIBRARY

255 SQ.M.

LABORATORY AND STORAGE AREA

98 SQ.M.

PANTRY

22 SQ.M.

STORAGE AREA

22 SQ.M.

CIRCULATION AREA

249 SQ.M.

COMMON TOILET

90 SQ.M.

WAITING LOBBY

33 SQ.M.

STAFF ROOM

143 SQ.M.

TOILET (STAFF ROOM) TOILET (PRINCIPAL'S OFFICE AD TEACHER MEETING ROOM) PRINCIPAL'S OFFICE AND TEACHER MEETING ROOM

4.8 SQ.M.

4.8 SQ.M.

60 SQ.M.

TOTAL BUILT UP AREA

1569.6 SQ.M.

ARTS AREA AND MUSIC AND DANCE AREA: COMPONENTS CHARACTERISTICS

NUMBER OF UNITS

EACH UNIT AREA

ART AND CRAFT STUDIOS ART CLASS

TOTAL AREA 94 SQ.M.

CLASS - 1

1

96 SQ.M.

96 SQ.M.

CLASS – 2

1

96 SQ.M.

96 SQ.M.

STORAGE AREA

64 SQ.M.

ART GALLERY

287 SQ.M.

WORKSHOP

82 SQ.M.

COMMON TOILET

45 SQ.M

73

MUSIC STUDIO

96 SQ.M.

MUSIC LIBRARY

30 SQ.M.

DANCE STUDIO

170 SQ.M.

LOCKER ROOM

ROOM – 1

39 SQ.M.

ROOM – 2

39 SQ.M.

PROP STORAGE ROOM MULTI-PURPOSE ROOM

30 SQ.M. ROOM – 1

30 SQ.M.

ROOM – 2

30 SQ.M

CIRCULATION AREA

604 SQ.M

TOTAL BUILT UP AREA

1832 SQ.M.

SCIENCE, ARITHMETIC, HUMANITIES AND AGRICULTURE RESEARCH AREA: COMPONENTS CHARACTERISTICS STAFF ROOM

NUMBER OF UNITS

EACH UNIT AREA

TOTAL AREA

ROOM – 1

52 SQ.M.

ROOM – 2

52 SQ.M.

COMMON TOILET

45 SQ.M.

CIRCULATION AREA

618 SQ.M.

SCIENCE RESEARCH AREA LABORATORY

89 SQ.M.

STORAGE AREA

42 SQ.M.

RESEARCH AREA

145 SQ.M.

DISCUSSION AREA

20 SQ.M.

SUDIO ROOM

ROOM – 1

20 SQ.M.

ROOM – 2

20 SQ.M

ARITHMETIC RESEARCH AREA MULTISENSORY MATH ROOM

89 SQ.M.

STORAGE AREA

42 SQ.M.

RESEARCH AREA

145 SQ.M.

DISCUSSION AREA

20 SQ.M.

SUDIO ROOM

ROOM – 1

20 SQ.M.

ROOM – 2

20 SQ.M

HUMANITIES RESEARCH AREA LIBRARY

89 SQ.M.

STORAGE AREA

42 SQ.M.

RESEARCH AREA

137 SQ.M.

DISCUSSION AREA

20 SQ.M.

SUDIO ROOM

ROOM – 1

20 SQ.M.

ROOM – 2

20 SQ.M

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AGRICULTURE RESEARCH AREA RESEARCH AREA

137 SQ.M.

STORAGE AREA

42 SQ.M.

NURSERY (EXCLUDED)

80 SQ.M.

DISCUSSION AREA

20 SQ.M.

SUDIO ROOM

ROOM – 1

20 SQ.M.

ROOM – 2

20 SQ.M

TOTAL BUILT UP AREA

2086 SQ.M.

INDOOR SPORTS AREA: COMPONENTS CHARACTERISTICS

NUMBER OF UNITS

EACH UNIT AREA

INDOOR GAME AREA MULTI SPORT INDOOR COURT

TOTAL AREA 130 SQ.M. 420 SQ.M

EQUIPMENT STORAGE

48 SQ.M.

CLASSROOM

75 SQ.M.

STAFF ROOM

20 SQ.M.

COMMON TOILET

31 SQ.M.

GENTS REST AND CHANGING ROOM

35 SQ.M.

LADIES REST AND CHANGING ROOM

35 SQ.M.

TOTAL BUILT UP AREA

794 SQ.M.

CANTEEN AND AUDITORIUM: COMPONENTS CHARACTERISTICS

NUMBER OF UNITS

EACH UNIT AREA

TOTAL AREA

CANTEEN LOBBY

155 SQ.M.

SEATING AND CIRCULATION AREA

720 SQ.M.

KITCHEN

68 SQ.M.

DEEP FREEZE AREA

8 SQ.M.

COLD STORAGE AREA DRY STORAGE AREA DISH WASH AND STORAGE AREA

42 SQ.M.

COMMON TOILET

37 SQ.M.

9 SQ.M.

38 SQ.M.

75

AUDITORIUM AUDITORIUM SEATING AREA

416 SQ.M.

AUDITORIUM STAGE AREA

300 SQ.M.

CONTROL ROOM

32 SQ.M.

GREEN ROOM

CHANGING ROOM

ROOM – 1

21 SQ.M.

ROOM – 2

21 SQ.M.

ROOM – 3

21 SQ.M.

ROOM – 4

21 SQ.M.

ROOM – 1

21 SQ.M.

ROOM – 2

18 SQ.M.

GREEN ROOM TOILETS

16 SQ.M.

LOBBY

155 SQ.M.

LOBBY

155 SQ.M.

COMMON TOILET

74 SQ.M.

SERVICES AREA

145 SQ.M.

TOTAL BUILT UP AREA

2493 SQ.M. ADMIN AREA: -

COMPONENTS CHARACTERISTICS

NUMBER OF UNITS

EACH UNIT AREA

TOTAL AREA

RECEPTION AND ENTRANCE LOBBY

161 SQ.M.

COORDINATOR OFFICE

25 SQ.M.

ADMIN OFFICE 1

25 SQ.M.

ADMIN OFFICE 1

25 SQ.M.

COUNCELORS ROOM

25 SQ.M.

TRUSTEE OFFICE

26 SQ.M.

CONFERENCE ROOM

28 SQ.M.

COMMON TOILET

45 SQ.M.

PLAY AREA

50 SQ.M.

TOTAL BUILT UP AREA

410 SQ.M.

Total built up area= 13,484.2 SQ.M. Site area= 37,044.23 SQ.M.

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9. DESIGN BRIEF AND PROGRAM WITH AREA STATEMENT The project scope would be to explore the applications of pedagogies of conventional school utilizing the new NEP 2020 policy curriculum. The school will have population of 650 students with an 30 students each class .

General Consideration of School:• No. of students per class =

30 students

• No. of classes =

28

• Division per class =

2

• Total no. of students =

650 students

• No. of teachers per class =

2

• Total no. of Teachers =

52 teachers

• Staff = • Total no. of staff=

16 staffs

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Fig. 74 (Hexagonal Table for Pre School)

Fig. 75 (Sensory Garden Requirements)

78

Fig. 76 (Sensory Room Requirements)

Fig. 77 (Sensory Room Requirements)

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10. CONCLUSION •

This project is a interpretation of the conventional school building for students of PrePrimary, Primary, High and Secondary school (K+12) learning groups.

•

Conventional approach refers to the traditional way of teaching wherein most of the time lecture method is used.

•

NEP 2020 curriculum of teaching is textbook centered, teacher dominant, exam-oriented.

•

The emphasis here is mainly in remembering and reproducing facts, principles and theories of learning.

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11. BIBLIOGRAPHY •

https://www.archdaily.com/961510/manaskriti-school-chromed-designstudio?ad_source=myarchdaily&ad_medium=bookmark-show&ad_content=current-user

•

https://www.manaskritischool.com/founders/

•

https://worldarchitecture.org/architecture-projects/hgnpe/manaskriti-school-projectpages.html

•

https://in.worldorgs.com/catalog/faridabad/elementary-school/manaskriti-school

•

https://www.re-thinkingthefuture.com/educational/mirambika-institute-new-delhi-by-sanjayprakash-shift/

•

https://egyankosh.ac.in/bitstream/123456789/47026/1/Unit-3.pdf

•

https://shift.org.in/mirambika.php

•

https://www.arvindguptatoys.com/arvindgupta/mirambika.pdf

•

https://ipi.org.in/texts/others/anjum-fip-edu.php

•

https://worldarchitecture.org/architecture-news/eemnc/mirambika-school-new-delhi--adivergent-education-experience.html

•

https://architizer.com/projects/mirambika-school/

•

http://mirambika.org/Asset/pdf/brochure.pdf

•

https://www.theweek.in/theweek/cover/2018/05/25/alternative-education-is-springing-up-insmall-cities-and-towns.html

•

https://www.mirambika.org/Pgcw01.htm

•

https://www.exoticindiaart.com/book/details/life-at-mirambika-free-progress-school-nan659/

•

https://architecturelive.in/the-heritage-school-at-pune-by-madhav-joshi-and-associates/

•

https://www.archdaily.com/290677/the-heritage-school-madhav-joshi-and-associates

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