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E D U C AT ION MODEL SCHOOLS


NBRS SEEKS TO EXPLORE AND POSITIVELY TRANSFORM THE SOCIAL AND CULTURAL FORCES THAT SHAPE PEOPLE’S LIVES. 2


CORE VALUES SOCIAL ARCHITECTURE At NBRSARCHITECTURE we see that our purpose is to create life-changing environments for the people, communities and institutions we serve. Our user-centric, social architecture design skills help us to explore and positively transform the social and cultural forces that shape people’s lives. Our contemporary architecture is much more than simply buildings.

REAL INSIGHTS For NBRS design is the core of our practice. Our focus on thought leadership is an intentional journey to discover real insights; understanding and interpreting the needs and desires of the people and communities we serve. To do this we are committed to investing in the discovery of new concepts and applying these insights to guide our design thinking and solutions.

CREATIVE PARTNERSHIPS Through our investment in thought leadership, we believe that NBRS contributes to long-term and meaningful creative partnerships with clients and consultants. It is these creative partnerships which help to shape our communities to create life-changing environments.

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360° INTEGRATED STUDIOS EDUCATION

The Education Studio is committed to designing innovative spaces that nurture learning. By conducting research in to current and projected trends, NBRS have extensive knowledge in catering for the evolving future of junior, senior and tertiary education facilities.

INTERIOR DESIGN

Our Interior Design Studio is passionate about achieving a seamless connection between interior design and the whole architectural concept. We deeply consider how interior spaces are used and create innovative design solutions. Our Interior services include space planning, detailed fixture design and the selection of furnishings.

LANDSCAPE ARCHITECTURE

Landscape Architecture is an amalgam of art and science. As designers, Landscape Architects are required to be careful interpreters of the natural and cultural conditions of a site. Our Landscape Studio seeks to create attractive, meaningful, usable, connected and equitable spaces that embody sustainable design principles.

HERITAGE

Our Heritage Studio has specialist expertise in providing conservation and heritage planning advice, in addition to adaptivereuse design. We have experience in the identification and management of built heritage items of all types and periods and in design documentation and project administration of projects for both government and private sectors.

LIFE & CULTURE

The Life & Culture Studio is a foundation studio at NBRS. Passionate about human centred design and creating spaces that engage people for civic, religious, cultural and recreational purposes.

JUSTICE

The Justice Studio is creating impactful, well rounded design solution to improve the lives of compromised people. With a wealth of experience across correctional facilities and other justice buildings, the NBRS seeks to create responsive facilities that service all who interact with these spaces.

WELLNESS

Through ongoing research and the development of future focused wellness spaces, the Wellness Studio continues to create impactful designs for a range of clients and communities.

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CONTENTS Core Values

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360 Integrated Studios

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1.0

Primary Education

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2.0

High Schools

12

3.0

Early Learning

18

4.0

Additional Needs

24

5.0

Fast Build Model Schools

30

6.0

Modular Construction

34

7.0

Regional Expertise

42

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PRIMARY SCHOOLS

1.0

SUPPORTING PRIMARY EDUCATION As children transition from the early years to the primary years, there is increasing emphasis on reading, writing and numeracy with integration of group activities with peers. During the primary years, children begin to experiment with identity, experiencing various kinds of friendships and comparing themselves with their peers. They begin to feel responsibility for their learning and behaviour and develop problem solving and decision-making skills. At this stage, children have a high level of energy and enthusiasm, enjoying movement and noise in class and play spaces. Children begin to demonstrate an emerging awareness of values and begin to expand their thinking in reflective and spontaneous ways.

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ORAN PARK PUBLIC SCHOOL, SYDNEY

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PRIMARY SCHOOLS

ORAN PARK PUBLIC SCHOOL, SYDNEY Sydney’s South West Growth Centre is planned to accommodate around 110,000 new homes in the next 30 or so years. Recent and ongoing house and land releases in the Oran Park area have provided demand for education facilities. Oran Park Public School is a new “Core 21” Primary School with Special Needs facilities.

It also provides the school with a functional civic heart, with all the key facilities located around a single courtyard. The compact layout of the school is efficient, and encourages effective supervision of students by establishing good visual links between spaces. Almost all buildings have been orientated to the north or north east, in response to the local climatic conditions.

The courtyard arrangement of buildings is designed to encourage school community, and acts as a central break-out space from classrooms.

The landscape architecture also formed an important part of the design concept for the school. The creation of outdoor learning spaces has provided an

extension of the classroom, expanding the opportunity for educational opportunities. This has been achieved through special use gardens including herb and vegetable, bush tucker and sensory gardens, which incorporate raised beds in order to make them readily accessible for wheel chair users. The new school facilities include 16 home-bases and 6 special educational homebases, a Communal Hall, Canteen and Covered Outdoor Learning Area, a Library, Administration and Student and staff amenities.

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TRINITY GRAMMAR JUNIOR SCHOOL, SYDNEY NBRS, together with the SchooI Council, the Junior School foundational families, the boys and the staff, translated the vision of a new Junior School into reality. The design emphasises the modern combination of steel and concrete, in combination with the bold, playful use of colour. The project consists of a two-level building containing a variety of General Purpose Learning areas, Teachers Pods, Resource Centre, Art Centre and General Administration along with an outdoor deck learning area.

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HIGH SCHOOLS

2.0

SUPPORTING SECONDARY EDUCATION The middle years embody a transition into adolescence. At this stage of learning, students are assessed on reading, writing and numeracy through system-wide tests and there is an increasing emphasis on extra-curricular and community based activities.

The transition from the middle years to the senior years emphasise a more mature learning approach as students build on previous stages to develop employment or university-ready qualities equipping them to take advantage of a number of pathways.

During this time, students form, articulate and manage relationships. They develop stronger links with their peers, greater independence and a stronger sense of belonging in wider adolescent cultures. Students are able to reflect on who they are as a person, where they belong, what their values are and the direction in life they are taking. They begin to develop their own voice and sense of social justice and start to challenge the voices of significant adults, including parents and teachers.

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PLC SYDNEY

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HIGH SCHOOLS

ELWOOD COLLEGE, MELBOURNE With an increase in population within the south-east region of Elwood, Elwood College required an additional facility to keep up with future enrolments coming from surrounding primary schools. Designed and delivered in collaboration between NBRS and Fleetwood Australia, the new learning hub is one of the first triple storey permanent modular buildings to be procured for the south-east region of Melbourne. The building includes 6 modern

classrooms designed for team teaching, with associated covered learning commons and pod meeting rooms to facilitate focused learning. The concertina shape of the plan allows the building to open up to the north to take full advantage views and site orientation.

Modular construction helped to facilitate a high-quality outcome at the same time as limiting disruption on site. The building is comprised of 15 modules, which equates to 770sqm. The building was built and delivered in 20 weeks from start to finish.

The covered walkway was enclosed and conceived as a European wintergarden space that could be used throughout the year for informal learning.

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CALLAGHAN COLLEGE, WARATAH CAMPUS The Secondary Schools Renewal Program (SSRP) focused on how NSW high schools present to their local communities. The SSRP aims to create a sense of arrival to each school by improving the entrances and creating a journey towards the admin building where visitors will be greeted. The program is also an opportunity to improve the layout of these buildings, ensuring that they meet current government standards. One of the schools in the program was Callaghan College. A heritage listed building and therefore all designs had to be sensitively balanced and respectful of the surroundings. For this reason, NBRS negotiated a different approach to what the Education Facilities Standards and Guidelines (EFSG) would normally allow for a school upgrade. NBRS proposed the use of the building facade as the school’s security line. To mitigate any potential security issues caused by this, gates and fencing were incorporated into designs.

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HIGH SCHOOLS

ARMIDALE SECONDARY COLLEGE The NBRS designed Armidale Secondary College will be the largest within the New England region. The 1580 student learning environment will be completed in 2020 ready to open for term 1 of 2021. The new, purpose built Department of Education high school is currently being constructed on the existing Armidale High School Site. The new school will bring together Armidale

High School and Duval High School into a combined institution. Armidale’s wider community will benefit through access to state-of-the-art sporting, performance and gathering facilities and through economic development associated with building the new school.

The new facilities will include stateof-the-art flexible learning spaces, specialist subject facilities for science and technology, creative arts, industrial arts and performance facilities and sporting facilities.

The school will play an important role in the broader Armidale and New England communities.

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INABURRA LEARNING CENTRE, SYDNEY NBRS was commissioned by Inaburra School to complete a new Enquiry and Learning Centre with an adjacent immersive outdoor environment. The project was produced in close collaboration with NBRS Architects, Interior Designers and Landscape Architects. The Learning Centre has delivered a new platform of future focused Learning Environments, supporting multi-mode adaptable learning spaces through incorporating open, adaptable spaces defined through level changes and furniture. Other modern learning environment initiatives include a positive mix of educational stages, wet areas for immersive learning, natural light filled spaces providing better environmental connectivity, collaborative staff office space and outdoor play which will challenge development.

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EARLY LEARNING

3.0

SUPPORTING EARLY CHILDHOOD DEVELOPMENT Early childhood education entails the provision of holistic care and childled curriculum to young children. The delicate nature of this stage in cognitive development requires careful oversight by educators and the sensitivity of the learning environment around them to help cultivate a disposition towards learning.

Early learning centres provide the setting for children to mature through active indoor and outdoor play environments. These environments are flexible and allow children to emerge as active and ready citizens of the community.

Educators help children develop social, emotional and physical skills through a combination of challenging indoor and outdoor investigations that engage all their senses. This new curriculum is defined by a mutual respect of children as active agents of their own learning, with children directing investigations and engaging with a variety of stimulus materials.

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TAFE NORTH SYDNEY CHILDCARE, SYDNEY

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EARLY LEARNING

TAFE NORTH SYDNEY CHILDCARE CENTRE The relocation of the Children’s Services facilities to The Northern Sydney Institute at St Leonard’s offers students and staff an innovative learning environment at the forefront of tertiary education, particularly early childhood education. NBRS worked as a collaborative multidiscipline team and lead consultant as part of the major $6.5m building refurbishment. The overall design makes adaptive re-use of the brutal 1960s building and associated carpark

previously occupied by the engineering facility. Completed in late 2017 the ground floor has been transformed to a contemporary early childhood teaching environment flowing out to a purpose built and all-inclusive playground and central student break out courtyard. The playground, built over what was the original staff car park, makes clever use of level changes as integrated play elements while ensuring all spaces

are inclusive and accessible. The playground reflecting a nature play theme includes various play elements to both develop children’s skills and demonstrate real world experience to early childhood students. The playground includes a running creek bed with piston pump, forest adventure play area, sand pit, performance amphitheatre, cycle track and extensive open space for adaptive play.

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THE INFANTS HOME, SYDNEY The Infants Home is one of Sydney’s oldest charities providing services to over 1200 children through an integrated child and family service hub, specialising in supporting young children up to 6 years and their families, providing integrated childcare, education, counselling, child and maternal health, medical and allied health programs, early intervention and outreach services. NBRS was commissioned by The Infants Home to redevelop their existing site at Ashfield, providing a new purpose built long day care facility for 230 children and refurbishment of heritage listed buildings on the site. The brief called for a compact solution to streamline their services, maximize child protection and supervision whilst providing a friendly, safe environment for children, families and staff with maximum efficiency. The concept for the new childcare centre is a group of pavilions set amongst a garden setting, recreating a friendly home environment for the child care facility that is harmonious with the adjacent heritage buildings. The design groups three licensed areas around a central administration and support area, limiting the distance between the main functions of the facility and provides maximum surveillance of people moving around the site.

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EARLY LEARNING

CHARLES STURT UNIVERSITY EARLY LEARNING NURTURE CENTRE This new facility at the growing Thurgoona Campus is co-located with the Murray School of Education and the School of Community Health, offering unique opportunities for students to merge the theoretical with the practical. The university also partnered with Aspire Support Services to provide an Early Intervention Centre within the new facility. The project’s aims included the incorporation of current early childhood research and practices, cutting edge ESD principles and innovation in planning to ensure that the complex relational requirements are accommodated.

The result is an innovative educational facility which is fun and unique. NBRS developed a concept for the plan that arranged CSUs care requirements and the Early Intervention Centre component along different wings of a pinwheel design. The design enables everyone to enter the building at the one point, promoting inclusion, and then branch off into one of four circulation routes. These circulation routes are treated as a journey to the different areas with outdoor vistas and curved walls, adding a sense of movement, variation and fun. At the centre of the design is a multi-purpose

space which can be directly accessed and viewed from all wings. The childcare wings have been specifically orientated to ensure maximum sun exposure and each opens onto a generous veranda that provides a protected transition zone to the outdoor play areas. The outdoor areas have been designed to encourage imaginative and stimulating play. In addition to specialist facilities for the Early Intervention Centre, the centre accommodates 16 in nursery, 20 toddlers and 40 pre-school children.

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ADDITIONAL NEEDS

4.0

SAFE, CHALLENGING AND FLEXIBLE DESIGN When designing for children with physical or mental limitations there are a number of factors to consider to ensure environments fully support their learning experience. Acoustics The shape and surfaces of a room have a direct impact on how children with auditory processing disorders, speech and language delay or attention issues learn and develop. Considered material choices and room layout can significantly reduce background noise and reverberation through a building.

Shelter and Challenge Learning through play is an integral part of a child’s development and particularly for the development of children with Autism Spectrum Disorder. Integrating two principles of ‘shelter and challenge’ in to play allow children to develop confidence and skills to reach their full potential. Shelter being at the heart of human need for safety and Challenge being key to a child’s development.

Lighting, Materials and Colour Children are directly affected by lighting, colour and sensory stimulation. By creating environments that are familiar and comfortable, students are less likely to become over stimulated and therefore benefit from teaching.

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2020

2020

Kidsafe

AILA

High School (2B)

Health and Education Landscape

Commended

CAIRNSFOOT SPECIAL NEEDS SCHOOL, SYDNEY

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ADDITIONAL NEEDS

CAIRNSFOOT SPECIAL NEEDS SCHOOL, SYDNEY Cairnsfoot School aims to provide safe, supportive and quality learning environments for students with moderate to severe intellectual disabilities. The School uses the mainstream curriculum with a strong emphasis on high standards of social behaviour and the productive use of learning and leisure time. The school campus, originally located in Arncliffe, was not large enough to accommodate all facilities with adequate circulation and freeplay space. NBRS worked with the School to design a new school campus in

Brighton le Sands, created to suit the specialised needs of students. The project was delivered through modular prefabrication and is featured in the Department’s Design Guide for Schools. Our approach was based around bringing together two key principles of “shelter” and “challenge”. Shelter being at the heart of human need for safety and Challenge being key to a child’s development. By integrating these ideas in to play, over time students can develop the confidence and skills required to reach their full potential.

The idea of shelter in a physical sense provides safe protection through the built form, which gently shapes outdoor courtyard spaces. All spaces are connected by continuous weather protection and lead to a large central covered outdoor space – a new heart of the school. The canopy represents the comforting safe definition of shelter and emulates the soft lighting of a tree canopy. Trees provide additional shade, as well as offering a place for students to retreat and observe.

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ADDITIONAL NEEDS

HOPE SCHOOL PACIFIC HILLS, SYDNEY

The design of New Hope was centred around community, connection and a sense of place. A Place where children could gather with peers, parents, teachers and the larger Pacific Hills Christian School community. By encouraging spontaneous, voluntary and joyful learning opportunities for children to explore and interact within a safe indoor and outdoor environment, allows adaptability for children to have open discussions or retreat to more private personal spaces to gather

their thoughts. These ideas developed into clustered small scaled buildings that undulate between learning areas and specialist areas to create courtyards that encourage students to engage with the built and natural environment. The functionality of the proposed design was pivotal in ensuring that students have a seamless transition between home and school life..

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FAST BUILD MODEL SCHOOLS

5.0

FAST BUILD MODEL SCHOOLS NBRS is at the forefront of Design for Manufacture and Assembly [DfMA]. We understand the process and approach to design systemisation, which uses BIM technology and focuses on accessing off-site manufacture and efficient onsite assembly. The construction methodology utilises standardised range of building components deployed in a manner to deliver high performance, agile learning spaces, which match or exceed a traditional construction approach.

SINSW’s defined planning grid of 9m x 9m complements the DfMA approach by setting clear expectations and a workable standard, ensuring that project design and approvals can be further expedited. The efficiencies gained from this model can be implemented over successive projects, extending program and cost savings across the SINSW portfolio.

The benefits of DfMA are now well documented. Early investment in a standardised design model and engineering of the kit of parts allows for onsite time saving. The standardised model reduces design time and the assembly of parts required less labour, reducing the number of on-site trades and site complexity.

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MARSDEN PARK AND NORTH KELLYVILLE PUBLIC SCHOOLS, SYDNEY

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FAST BUILD MODEL SCHOOLS

NORTH KELLYVILLE PUBLIC SCHOOL In collaboration with ADCO Constructions and the Department of Education NBRSARCHITECTURE finalised the North Kellyville School design and prepared construction documentation for the project. NBRS designed and prototyped components for the School with a view to establishing a standardised kit of parts. Their implementation was tested in the design and construction of Marsden Park Public School and is now in process for a third site.

BIM Modelling was used as a central tool for the coordination and integration of the Kit of Parts. BIM was used to ‘digitally’ manage the integration of the different elements, improve design solutions, reduce onsite errors, bring efficiencies both in design and manufacturing, bring greater consistency and utilise a more skilled workforce.

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MARSDEN PARK PUBLIC SCHOOL Marsden Park Public School is an example of a model school, systematically designed to support learning outcomes. The project draws reference from the design of North Kellyville Public School with replication of the education planning grid, room types and ancillary assets. The design for Marsden Park was developed and improved to incorporate the School’s character, alterations were made to improve the building’s facade and include contextual design elements. This approach resulted in a more sustainable and efficient project delivery for SINSW.

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MODULAR CONSTRUCTION

6.0

FAST, ADAPTABLE AND SUSTAINABLE Modular design and construction is an increasingly popular approach to fast track projects. The process involves a building’s components being prefabricated in an offsite controlled setting and then shipped to the project site for assembly. NBRS has utilised prefabricated methodologies for nearly 10 years. Our design concepts have been realised by both the Australian state and territory governments, as well as the New Zealand Ministry of Education. There are many benefits to the construction methodology including: Timescale and Cost Manufacturing the bulk of a building offsite avoids poor weather conditions and potential delays to the construction process. Shorter construction timeframes are achievable as off-site fabrication can take place in parallel with site preparation works.

Adaptable With modular design comes unique functionality. Facilities can morph and reinvent over time or can even be relocated in response to demographic demand. Quality A predetermined quality can be achieved in a factory-controlled process. The indoor environment also means building components are protected from climate extremes and vandalism. Compliant The areas and facilities acknowledge the EFSG and are designed for compliance. Should the school core or stream size change, adding additional modules is simple and efficient.

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2019

VSBA

Best New Primary School

FAIRFIELD PRIMARY SCHOOL, MELBOURNE

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MODULAR CONSTRUCTION

RESEARCH STUDY ON EDUCATION MODULAR DESIGN

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Sustainable The design of modular facilities allows for building components to be disassembled, reused or recycled. The environmental impacts of construction are also reduced as site disturbance is minimal and construction waste can be carefully managed.

Long-Lasting Along with adaptability, the design must be created around a structural solution that enables rigid transportation and long-lasting results. Seamless connectivity between components, that also interact fluently with external areas, provides the ability to customise the design to the site constraints.

Site Specific Each design is customised to the site’s orientation, climate, topography, adjacencies, and connections. The modules can adapt to single or multiple levels and provide solutions in urban, suburban, regional and rural contexts. Materials are selected to allow contextual fit. Materiality is based around low embodied energy and interchanged to suit context.

STUDIO POD

SOCIAL POD

OUTDOOR SPACE

ACTIVE CORE Š

PROJECT POD

BREAKOUT POD

MODUPOD CONCEPT

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MODULAR CONSTRUCTION

FAIRFIELD PRIMARY SCHOOL, MELBOURNE NBRS designed a modular solution for Fairfield Primary School as part of a Victorian School Building Authority Capital Works Project. The school required a new double storey facility to support their grade five and six students for the start of the 2019 school year. The unique building design opens up on the ground floor to a column free walkway with tiered seating. This space functions as an informal outdoor teaching space. On the first floor the walkway has been enclosed and doubles as a learning commons, an efficient use of space that provides additional teaching areas. The faรงade screening design and window orientation maximises natural light to internal spaces and reduces energy demand. The specification of low energy fittings and high spec thermal insulation ensures a sustainable building design. Modular design and construction was utilised to ensure a time efficient outcome. Both storeys (25 modules) were delivered over the space of a week, which equates to over 700 square metres. The project was awarded Best New Primary School at the Victorian School Building Authority awards. It is an example of how learning spaces can be inserted into existing sites in a safe and time efficient way.

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ELWOOD COLLEGE, MELBOURNE With an increase in population within the south-east region of Elwood, Elwood College required an additional facility to keep up with future enrolments coming from surrounding primary schools. Designed and delivered in collaboration between NBRS and Fleetwood Australia, the new learning hub is one of the first triple storey permanent modular buildings to be procured for the south-east region of Melbourne.

The building includes 6 modern classrooms designed for team teaching, with associated covered learning commons and pod meeting rooms to facilitate focused learning. The concertina shape of the plan allows the building to open up to the north to take full advantage views and site orientation.

used throughout the year for informal learning. Modular construction helped to facilitate a high-quality outcome at the same time as limiting disruption on site. The building is comprised of 15 modules, which equates to 770sqm. The building was built and delivered in 20 weeks from start to finish.

The covered walkway was enclosed and conceived as a European wintergarden space that could be

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MODULAR CONSTRUCTION

ST GEORGE CHRISTIAN SCHOOL, SYDNEY St George’s Christian Schools new Infants Campus is a two storey modular, prefabricated solution, responding to a compact site and tight time frame.

The prefabricated modules were assembled in Newcastle by Fleetwood and over two days all modules were delivered and lifted into place. The transformation was instant.

The design provides 4 flexible learning spaces controlled through moveable walls, a library, staff areas and toilet facilities. The learning spaces are light filled responsive, interactive, colourful, stimulating, easy to use and environmentally comfortable, with the learning spaces creating an environment for young minds to grow and contribute in a healthy natural way.

The solution is a permanent, responsive learning environment put together in a safe, quick and economic way.

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DUFFY MODULAR SCHOOL, ACT NBRS designed 7 new, state of the art learning spaces for Duffy Primary School. The extension was modular in delivery and allowed fast, safe and exciting state-of-the-art learning spaces for a school which is experiencing roll growth pressure. At its core, the desire has been to create the best learning environment possible. Modular delivery simply made sense for achieving the desired outcome. The local community came together along with the ACT Minister for Education, Joy Burch, to witness the lifting and assembling of 10 modules to create a new learning wing to the

existing school. NBRS has created an open planned modern learning environment ready to house the equivalent of 7 classes, practical activity spaces, and staff areas. The modular fabrication technique ensures precision quality control, embedded ESD, and a safe delivery method with very little disturbance to a busy operating school environment. The modules arrived with interior finishes complete, with services wired and plumbed ready for final connection and testing.

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REGIONAL EXPERTISE

7.0

WORKING IN REGIONAL AREAS At NBRS we pride ourselves on our people-centred approach and our ability to develop briefs that unite a broad range of user groups. We are experienced in engaging a wide range of stakeholders with differing requirements including governors, executives, team members, communities and the public about challenging and sensitive projects. We are experienced at working in remote and regional areas and work collaboratively with our clients and the community. Frequent airline flights to major regional centres and good telecommunications facilities enable reliable, frequent and effective communication.

We understand the importance of giving our clients time. Our clients have appreciated that we just do not just fly in on the first flight and then depart on the first flight after midday but typically spend the whole day in the regional centre to maximise research, stakeholder consultation and site investigations. The efficiencies created by DfMA-led projects can provide significant cost and time savings for regional projects, as for those in an urban context. Introducing the design concepts and build skills to remote and regional areas also serves to assist in the education and training of communities.

Dillwynia Correction Expansion

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nal Centre

ARMIDALE SECONDARY COLLEGE

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REGIONAL EXPERTISE

ARMIDALE SECONDARY COLLEGE The NBRS designed Armidale Secondary College will be the largest within the New England region. The 1580 student learning environment will be completed in 2020 ready to open for term 1 of 2021. Armidale has a rich history of public buildings and is significant in the development of Australian pastoral endeavours. The NBRS design retains and reinvigorates the original 1920’s school building acknowledging

historical roots. Now 100 years old the original blue brick school building will be a centre for performing arts and will become the focus for the new radial site design. The new school design will feature facilities for connected contemporary learning. Along with multi-modal learning environments the campus will be safe, inclusive and provide opportunities for increased community connectedness. The designs focus on

an Armidale narrative by evoking the unique colours and textures of this major regional centre. The NBRS team of Architects, Landscape Architects, Interior Designers and Heritage Consultants has collectively worked to ensure the design captures the essence of Armidale, while creating learning environments for the future generations.

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PLC ARMIDALE This inaugural Trade Training Centre project located in Armidale NSW was the result of a successful joint application by Presbyterian Ladies College Armidale and The Armidale School to construct a Hospitality Trade Training Centre at PLC and Automotive Trade Training Centre. NBRS worked with PLC to site the TTC between the existing gymnasium / multipurpose building to the north and the senior library to the south which

were located on the western side of the school’s entry driveway. This location provided an opportunity from a masterplanning point of view for the new centre to benefit from existing pedestrian and vehicular access routes as well as having its own sense of address and identity while utilising an underutilised and unresolved area of land. The TTC incorporates a teacher’s demonstration areas, six student

preparation modules, food storage and refrigeration facilities, outdoor terraces and a separate classroom. As the TTC colocated with the gymnasium/ multipurpose building, the food preparation/ cooking area can be used to service functions in the adjacent assembly space, in addition to the day to day student activities. The existing change rooms and toilet facilities in the gymnasium area are shared with the TTC.

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NBRS & PARTNERS PTY LTD Sydney 4 Glen Street, Milsons Point NSW 2061 +61 2 9922 2344 Melbourne Suite 704 / 575 Bourke St Melbourne VIC 3000 +61 3 73116714 ABN 16 002 247 565 architects@nbrsarchitecture.com nbrsarchitecture.com @nbrsarchitecture NBRSARCHITECTURE is a people focused, research based studio that aims to enrich lives. By developing creative design partnerships our portfolio exhibits an understanding of the people whose lives will be affected. Above all NBRS seeks to design environments that will have positive life changing affect. Architecture is the cornerstone of NBRS global interdisciplinary design practice with expertise in Architecture, Heritage, Interior Design, Urban Planning, Landscape Architecture, ESD and Research. Since 1968, NBRS has developed a research led architecture practice based in Sydney and Melbourne. NBRS is recognised for its innovative, award-winning design excellence and comprehensive expertise.

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DIRECTORS:

STUDIO PRINCIPALS:

DIRECTOR OF DESIGN Andrew Duffin

EDUCATION STUDIO Jonathan West Macella Salzmann

Nominated Arch. NSW 5602, ACT 2450, NT 1160, QLD 5465, SA 3539, TAS 1160, VIC 20063, WA 2699, NZ 4897

Jonathan West DIRECTOR OF STRATEGY James Ward DIRECTOR OF OPERATIONS Rodney Drayton DIRECTOR OF PEOPLE & CULTURE Andrew Leuchars DIRECTOR OF STUDIOS Samantha Polkinghorne

LIFE & CULTURE STUDIO Andrew Tripet WELLNESS STUDIO Ian Gibson JUSTICE STUDIO Anthea Doyle INTERIOR DESIGN STUDIO Sophie Orrock LANDSCAPE ARCHITECTURE STUDIO Andrew Leuchars HERITAGE STUDIO Samantha Polkinghorne

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Profile for NBRS ARCHITECTURE

NBRS Model Schools  

NBRS Model Schools  

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