EDUCATION CREATING LIFE CHANGING ENVIRONMENTS.
CREATING LIFE CHANGING ENVIRONMENTS NBRSARCHITECTURE is driven to create life changing environments. We design spaces for people. We believe that architecture reaches beyond the physical construction of the built environment – it is a social art. Our aim is to create environments that have a positive impact on people’s lives. NBRSARCHITECTURE is a people focused, research based studio that aims to enrich lives. By developing creative design partnerships, our portfolio - spanning public and private sectors - 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, Interiors, Urban Planning, Landscape Architecture, ESD and Research. Since 1968, NBRS has developed a research led international architecture practice based in Sydney, Australia. NBRS is recognised for its innovative, award-winning design excellence and comprehensive expertise. As a multi-disciplinary design practice, we are able to work as one 360° Integrated Studio, with expertise in across Education, Heritage, Interior Design, Justice, Landscape Architecture, Life & Culture and Wellness. Our ‘One Team’ approach allows the best possible design outcome to be achieved, with seamless collaboration between our range of service studios throughout the design process. The resulting designs are cohesive and considered from all angles. This consolidation of specialists also allows for increased efficiency for the client in the management of the project team.
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 concentric, Social Architectural design skills help us to explore and positively transform the social and cultural forces which shape people’s lives. Our contemporary architecture is much more than simply buildings.
REAL INSIGHTS For NBRSARCHITECTURE 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 out investment in thought leadership, we believe that NBRSARCHITECTURE 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.
INABURRA LEARNING CENTRE
INABURRA LEARNING CENTRE
STAGES OF LEARNING. EARLY LEARNING TO STAGE 1
PRESCHOOL TO YEAR 3
Early childhood education entails the provision of holistic care and child-led curriculums 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.
The early stage of learning includes quality preschool or early learning programs that promote life learning outcomes and creates a solid basis for future learning. Skills acquired in the early learning stage include negotiation, self-control and cooperation and children develop understandings of size, shape, numbers and letters as well as gaining a sense of their body in space. At this specific stage, stable relationships are a key part of effective learning and children are still highly influenced by their family, but start to gain influence from other significant adults and peers around them. During the early learning stage, children effectively learn through supportive and challenging play and experience including using their senses.
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. Early learning centres provide the setting for children to mature through active indoor and outdoor play environments that are flexible and engage with that variety of explorations that children undertake, allowing them to emerge as active and ready citizens of the community.
PRIMARY YEARS 4 TO YEAR 6 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 decisionmaking 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.
MIDDLE YEARS 7 TO YEAR 9
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 extracurricular and community-based activities. During this time, students form, articulate and manage relationships and 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.
SENIOR YEARS 10 TO YEAR 12 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.
TERTIARY EDUCATION Higher Education combines research, practical application (in the form of internships or work experience), professional skills and individual passion. Students utilise what they have learnt throughout secondary school and apply it to their studies in Higher Education, whether it be at university, college, TAFE or an Institute of Technology. During this Stage of Learning, students are encouraged to take responsibility for their education by developing a personal study rigour and making decisions regarding their career path.
LEARNING ENVIRONMENTS Opportunities for students to explore and interact with their peers and the world around them. While a substantial amount of learning occurs within the classroom, environments outside of the classroom provide opportunities for extended learning. These environments include auditoriums, performing arts centres, sports facilities, aquatic facilities and outdoor learning environments. Auditoriums and performing arts centres help students express and share creativity through music, drama, dance and other creative outlets. Sporting and aquatic facilities provide students an outlet for their energy and offer
stimulating and challenging environments for them to excel. These facilities allow students to harness interests and passions through sports like swimming, netball and basketball. Outdoor environments encourage spontaneous, voluntary and joyful learning opportunities for children to explore and interact with their peers and the world around them. Play spaces, vegetable gardens and outdoor sports courts are outdoor learning activities that promote team work and hands on experiences.
INABURRA LEARNING CENTRE
INABURRA LEARNING INTERNATIONAL SCREEN CENTRE ACADEMY, WATERLOO
CAIRNSFOOT SPECIAL NEEDS SCHOOL
OUTDOOR LEARNING Landscapes for experimentation, team work and play We strive to create play environments that encourage outdoor learning to occur in spontaneous, voluntary & joyful ways. Well-designed play spaces can offer safe opportunities for experimentation and challenge that teach children how to extend beyond their perceived limits through hands on experience.
Active play can be integrated both through designed play elements as well as more free form spaces, allowing the children to use their imagination and play how they want. It is important to provide different opportunities and experiences which are both flexible in use and provide varied opportunities for activity.
Learning is a crucial element of a childâ€™s development and can be incorporated into play. Play spaces that encourage exploration and experimentation extend a childâ€™s interaction with the world around them, facilitating immersive learning. Elements within a play space can provide various opportunities for learning, including water elements and vegetable gardens.
ORAN PARK PUBLIC SCHOOL, ORAN PARK
CHILDCARE CROWSNES T, NS W
The relocation of the Children’s Services facilities to The Northern Sydney Institute at St Leonard’s will offer its students and staff an innovative learning environment at the forefront of tertiary education, particularly early childhood education. NBRSARCHITECTURE worked as a collaborative multi-discipline 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. Once completed in late 2017 the ground floor will be 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.
PLC HAMILTON BUILDING JUNIOR L E A RNING
The new School has been commissioned to replace the existing collection of buildings that have grown and been adapted over many years forming the existing school. The new purpose-built school provides the opportunity to provide teaching spaces that better reflect the modern curriculum and teaching methods. The school buildings have been designed toward the edge of the site to allow the maximum outdoor spaces on the northern side for teaching and play which are focused within the existing school campus. This concept also enables the building of the majority of the new school to take place
prior to the demolition of the existing enabling the school to remain active during construction. The buildings also act as an acoustic buffer to the surrounding streets.
evident with the inclusion of the butterfly farm and invertebrate pond adjacent to the science rooms and central to the other classrooms.
Learning environments have been clustered in year groups with a high focus on adaptive spaces and collaborative teaching. Each of the classrooms has access to outdoor gardens, general breakout spaces and wet areas for a wide variety of teaching experiences.
There has been a large focus on the landscape and how it can be used to teach. The scale of the school is particularly important in order to relate to small children. Landscape stairs have been minimised and ramps included as much as possible.
In addition to learning environments for years 3, 4, 5 & 6. two specialist teaching rooms have been included focusing on Science. The focus on Science is also
INABURRA LEARNING CENTRE L E A RNING CE N T RE
NBRSARCHITECTURE was commissioned by Inaburra School to complete a new Enquiry & 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.
CAIRNSFOOT ADDITIONAL NEEDS SCHOOL A DDI T ION A L NE E D S MODUL A R S CHO OL
NBRSARCHITECTURE was appointed to deliver design works for the relocation of the Cairnsfoot School to a new site in Brighton-Le-Sands. Cairnsfoot School is a school for students with moderate or severe intellectual disabilities, physical disabilities, sensory impairments and students with Autism Spectrum Disorders. It caters for students from Kindergarten to Year 12. The project has primarily been delivered through modular prefabrication. The design concept for the school provided an environment which intersects shelter & challenge. The design utilises a holistic approach where the built forms intersect with the natural and outdoor forms. The planning of the site allowed arrival and pedestrian flow to be centralised, supervised and easy. The site easily
divides into junior and senior sectors. The shared facilities are central and easy to navigate with good shared public access to the swimming pool. A large roof forms to reinforce the central idea of shelter and creates an all-weather outdoor learning environment. The landscape design has been given careful consideration, with regard to the particular needs and preferences of the Cairnsfoot students. The landscape elements include fixed play equipment in fenced areas, a bike track, slides, swings, a climbing wall, “Roadway” or “train track” paths with pedestrian crossings & signage, herb & vegetable gardens, orchard planting for group use, a garden for kitchen learning, and a sensory garden with a range of plant types and ground textures.
EPICENTRE HIL LS ONG, BE L L A V IS TA NS W
“State of the art facilities that will serve the Church, the community and the college in an identity building that welcomes and inspires those who gather there”
Completed in early 2017, Hillsong Epicentre has provided state of the art facilities that serve the Church, the community and the college in an identity building that welcomes and inspires those who gather there. The Hillsong Epicentre is the second stage of a two stage project. Stage one included the 300 seat Hillsong Chapel and carpark, which were completed in 2006. Stage two incorporates a 500 seat auditorium with foyer and back of house facilities including: a green room, guest room, storage, a loading bay, a professional TV studio & TV control room, 3 TV edit suites, a smaller college training TV studio, a professional sound studio with 8 professional sound edit suites, a smaller college training sound studio with 4 edit
suites, 3 band rehearsal rooms, 9 music practice rooms, 20 classrooms, 2 large seminar / meeting rooms that will be used by the college during the week and children’s ministries on Sundays, a specialised preschool children’s playroom, a large youth area, carpark area providing spaces for 300 cars.
E7A: MITCHELL BUILDING M AC QUA RIE UNI V E RSI T Y
NBRS was commissioned by Macquarie University to transform the E7A building, supporting the teaching, learning and research pursuits of the Science and Engineering departments.
The new spaces expand the buildings utility, bringing together staff and students in an innovative workspace design that creates a highly stimulating environment for the next generation of academics.
The project implements a new style of working space for academics that has the dual function of both providing areas for individual research efforts, as well as implementing a new form of collective and collaborative learning. These spaces create spontaneous ‘bump into’ moments, encouraging increased discussion and collaboration.
In addition to the interior refurbishment, NBRS led an investigation into the opportunity to improve the buildings core services, façade treatments and its connection to E7B.The atrium extension has enhanced the amenities of both E7A and E7B, which now includes a new café and generous student spaces. The development of the rooftop also provides a multifunctional seminar space.
TARONGA INSTITUTE OF SCIENCE AND LEARNING RESE A RCH A ND L E A RNING CE N T RE
The vision of the Taronga Institute of Science and Learning (TISL) is to reveal innovative concepts for science, learning and conservation through an interactive, immersive experience, setting Taronga apart from other science and research institutions. NBRSARCHITECTUREâ€™s concept for new facility was the discovery of patterns in nature. This concept was carried through strongly from the initial master plan to the detailed design. In working closely with Taronga Zoo throughout the master planning process, NBRS produced a concept that best achieves the clientâ€™s vision of improving global recognition through innovation in science, research and education. This was realised through a number of stages of evaluation and analysis in the
master planning process, with client input and review during each phase: From in depth site studies that investigated environment, program and approaches to work and pedagogy, spatial flow diagrams were produced that outlined public/private connections between spaces and their relationship to various surrounding precincts within the zoo. Client feedback was welcomed to ensure their vision and needs were understood and evident in an agreed final master plan scheme, which was further refined and developed. Three dimensional architectural concepts were then developed to support innovative concepts for an immersive work and learning environment, and be further interrogated by value and risk management processes.
AUDITORIUM & PERFORMING ARTS accommodating different types of performance related spaces into the one building NBRS approaches the design and execution of performance spaces with a combination of expertise from within the firm, as well as engaging in close partnership with specialist consultants, to collaborate with the client and stakeholders in order to form a comprehensive brief for the project. Our approach involves researching fundamental aspects of performance space design. These entail; the mix of spaces, types of instruments played, the types of performances, technology, any flexibility needed between spaces, the aesthetic outcome, the siting of the building in its context, external influences and general feel and flow of the building the client intends to achieve.
The brief sometimes requires accommodating different types of performance related spaces into the one building, these being a mix of musical performance spaces, theatrical performance spaces, musical and vocal practice spaces, technical and recording laboratories, dance and drama spaces, back of house support spaces and associated public spaces.
SPORTS & AQUATIC FACILITIES NBRS’s experience with aquatic centre adaptive reuse and redevelopment projects includes the upgrading of aesthetics and functional aspects of many aquatic and sports facilities NBRS have a proven track record in the delivery of finished, constructed aquatic precincts. We aim to exceed the expectations described in the briefing documentation. Together with our sub consultants, our team is a leader in the design, engineering and delivery of significant international aquatic, sporting and entertainment facilities offering experience in the delivery of innovative facilities including the Ruth Everuss Aquatic Centre, Brisbane River Pool in Queensland, Sydney Gymnastic & Aquatic Centre and the Multipurpose Queenwood Aquatic Centre in Balmoral NSW.
NBRS’s experience with aquatic centre adaptive reuse and redevelopment projects includes the upgrading of aesthetics and functional aspects of many aquatic and sports facilities. NBRS has completed a range of complex urban infill aquatic centres in sensitive heritage affected precincts including Queenwood School Aquatic Centre in Mosman and PLC Sydney’s Aquatic Centre within their heritage listed campus.
MERIDEN TENNIS CENTRE
SCOTS SPORTS CENTRE, ALBURY
360° INTEGRATED STUDIOS 360° INTEGRATED STUDIOS
As a multi-disciplinary design practice, we are able to work as one 360° Integrated Studio, with expertise in across Education, Heritage, Interior Design, Justice, Landscape Architecture, Life & Culture and Wellness. Our ‘One Team’ approach allows the best possible design outcome to be achieved, with seamless collaboration between our range of service studios throughout the design process. The resulting designs are cohesive and considered from all angles. This consolidation of specialists also allows for increased efficiency for the client in the management of the project team.
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
ARCHITECTURE Our creative team of architects work to produce award winning design solutions for each unique site and condition. With a commitment to cutting-edge design and a uniquely client focused approach, we work continually towards achieving an outstanding aesthetic result that meets the functional needs of the end-users. We are committed to delivering innovative projects of all types and scale which can only be achieved through extensive client consultation, meeting the project objectives, having sound technical expertise and competent management. Situated within a full-service firm, our team of architects is able to work closely in creative partnerships, considering all facets of a project from its earliest stages.
junior, senior and tertiary education facilities.
HERITAGE Our Heritage Studio has specialist expertise in providing conservation and heritage planning advice, in addition to adaptive-reuse 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.
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.
create responsive facilities that service all who interact with these spaces.
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.
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.
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.
STUDIO PLUS Studio Plus offers support services including: Compliance, BIM, Communications, Graphic Design and Finance.
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
COMPANY PROFILE NBRSARCHITECTURE is a people focused,
NAME OF COMPANY:
research based studio that aims to enrich lives.
NBRS & Partners Pty Ltd
By developing creative design partnerships, our portfolio - spanning public and private sectors exhibits an understanding of the people whose lives will be affected. Above all NBRS seeks to
SYDNEY OFFICE: Level 3, 4 Glen Street, Milsons Point NSW 2061
design environments that will have positive life
+61 2 9922 2344
Architecture is the cornerstone of NBRS global
interdisciplinary design practice with expertise
NSW Reg. 5602
in Architecture, Heritage, Interiors, Urban Planning, Landscape Architecture, ESD and Research. Since 1968, NBRS has developed a research led international architecture practice based in Sydney, Australia. NBRS is recognised for its innovative, award-winning design excellence and comprehensive expertise.
ABN: 16 002 247 565 E-MAIL ADDRESS: firstname.lastname@example.org WEBSITE: nbrsarchitecture.com
DIRECTORS: Andrew Duffin:
B.Arch, ARAIA Architect [Nominated Arch. NSW Reg. 5602]
B Des, M Bus, Member Design Institute of Australia
BSc (Arch), BArch (Hons), Architect
BSc (Arch), BArch, RAIA
B LArch, Landscape Architect
BArch, Chartered Architect, FRAIA
STUDIO PRINCIPALS: Samantha Polkinghorne:
B Arch , M. Cult Her, MICOMOS
B Arch, Dip Arch Tech, Cert PM, Architect B Arch (Hons), Architect
Assoc Dip Applied Science Health & Building Grad Dip Building Surveying & Assessment. Master Fire Engineering Accredited Green Star (ABGR)
B Arch (Hons)
B Arch (Hons) FRAIA
B Design (Int)
B Des Arch and M Arch
SENIOR ASSOCIATE: Barry Flack:
BSc (Arch), BArch (Hons), Architect
ASSOCIATES: Hung-Ying Foong Gill:
B Arch, Dip PM
B.Arch, M.Design Science
B.Arch (hons) RAIA
9 March 2018 12:46 PM
SYDNEY: ABN: NOMINATED ARCHITECT: WEBSITE:
+61 2 9922 2344 16002 247 565 Andrew Duffin NSW Reg. 5602 nbrsarchitecture.com
NBRSARCHITECTURE strives to create and encouraging new modes of learning and engaging every student.