INTEGRATE DESIGN

SCHOOL OF CIVIL AND ARCHITECTURE

DEPARTMENT OF ARCHITETURE

SATELLITE SCHOOL – DESIGN REPORT

 Satellite school

The concept of Satellite Schools (or: “Ecole’s Satellites”) is developed in 2004

 in order to provide an answer on the large capacity and effectiveness problems of
primary education, with an emphasis on remote areas.

 Large walking distances to school, parents keep their children (mostly daughters) at
home

 Large walking distances to school, creating unsafe situations for girls

 Many parents are unable to pay school fees for all children, girls are kept at home

 Lack of sufficient meals

 High dropout rates, especially among girls

 Lack of teaching means;

 Lack of teaching materials;

 Lack of adequate furniture;

Pre-Primary Primary Lower secondary

1-2-3-4-5 6-7-8-9
1-

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 Usually satellite school starts from kinder garden students to grade 5 students, when
the children complete these cycles, they will join grade 6 which means lower secondary.

o The fixed utilization of classrooms with one class (student group) dedicated to one
classroom and different subject teachers coming to give courses in each classroom.

o The rotating system of teaching in which students move after each class period and
go to subject dedicated rooms such as Geography, Language,
Sciences…etc.

The size and surface area of classrooms were planned in accordance with;

 number of student seats

 the size and type of desks and chairs;
 the number of frontal rows and number of desks and chairs in a frontal row.
 the minimum and maximum
acceptable distance from students to writing board, and viewing angle;
 the minimum space for an easy circulation between
the minimum acceptable distance between students.

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 o Teaching and pedagogical ancillary areas;
o Administration areas;
o Common services and ancillary spaces.

External spaces are divided in three categories:

• Spaces allocated to recreation areas (play
grounds) and sport areas;
• Circulation areas including those for vehicles
(roads and parking) and for pedestrians (sidewalks
and paths);
• Green areas
with plantations (trees, shrubs, bushes and lawns).

The space need assessment for teaching and educational

support is estimated on the basis of the curricula, weekly
teaching load, rate of occupancy and room capacity

The administration and service rooms are determined

according to the number of users and their functions.
The number of toilets and other sanitary facilities is
determined proportionally to the school total capacity (for
example, an average 30 students are calculated per toilet
cubicle)

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  Rational dimensioning of spaces:
 Adapted circulation areas: circulation spaces should not exceed 25% of the useful built
area. They should be dimensioned and adapted to the school population, they should
be functional and observe safety requirements;
 Optimal number of spaces: the number of spaces is primarily determined by the rate
of occupancy in small schools where an acceptable rate cannot be reached, especially
for specialized teaching spaces, multipurpose spaces should be considered;
 Maximum versatility: spaces must be designed with a maximum versatility, enabling
them to adapt to several subjects and changes, when this is compatible with their
functional requirements;
 Grouping of spaces: spaces should be grouped in blocks according to function and
interrelation. This would ensure an easy identification of activities and their
corresponding spaces, an easy communication between different spaces, without
congestion in circulations and waiting areas, an easy surveillance of spaces and an
optimal use of available land;
 Integration of needs: the location of spaces within the school should follow
fundamental imperatives such as sanitation and hygiene rules, functional comfort
and security regulations as well as acoustic, visual and climatic comfort.

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 The site I chose is located in Adama near sekekelo square. I chose this site because It
is very suitable place to build satellite school. it is out of the city and it is intended to Serve
the small population located around the site. People around the site are in trouble because
there is no closer school located around them. They used to go long distance to get to
school.

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The site is located around sekekelo area which is marked black on the map above.

• The site is almost flat; no excavation needed No greenery around it

• Close distance from the population around dusty area
• The place is almost at the center of the village

• accessibility; there is a road beside it There is a factory around 1km

• Pedestrian walk ways available from the site
• Drainage system around the road
• Network services

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 PROGRAM

On-Site Bicycle Use

Provide fencing (lockable) around a concrete pad for bicycle storage.

On-Site Sidewalks
Provide adequate and accessible on-site paved sidewalks between school areas including
portables. The pedestrian entry to the site shall be clearly defined.
Disabled Accessibility
Provide access to facilities for the disabled such as ramps, handrails, and curb at building
entrances, parking areas, playgrounds, and pedestrian walks
Main Entry
For security, limit the number of school access points. The main entrance Signage shall
clearly identify car, bus, delivery, parking for persons with disabilities, and drop-off areas;
different parking areas; location of accessible routes; and route to the office.
Vehicular Entrances / Exits
Vehicular entrances and exits shall be safe for traffic flow. There shall be clear, separate,
distinct and safe on-site circulation paths for pedestrians, school buses and staff, visitor, and
service vehicles.

Service / Emergency Access

Appropriate access to all areas of the site by service, garbage, and emergency vehicles
shall be properly identified. Design of surfaces for maintenance vehicles shall be
appropriate for the weight and clearance. Truck access to the kitchen and garbage
Parking

There shall be adequate, safe parking for staff and visitors. Parking areas shall be
paved and separate from other access ways. Prefer visitor parking and part of staff parking
centralized for control of access to the office. Provide an emergency vehicle parking space
with sign. Provide signs for parent drop-off lane indicating direction of travel and no parking.

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Outdoor Seating
Seating is required in high pedestrian areas. An outdoor learning area will have
seating for 40 students with a shade structure.
Playfields and Athletic Fields
Playground for both kindergarten students and adults
Grass sod shall be limited to use on playfields and athletic fields only.

EXTERIOR SIGNAGE
Each school site shall include the name of school and street number visible from the street.
SITE RECREATION
Playground Location
o Playground is to be conveniently located for student population and with safety in
mind.
o No utilities shall be installed under the play equipment area.
Kindergarten Playground
o Provide a separate, fenced kindergarten playground in close proximity to the
building with appropriate equipment scaled to kindergartner use.
o Provide and design a separate preschool-age playground from the kindergarten
playground if pre-kindergarten is located at a school.
Hard Surface Play Areas
o There are to be hard surface play areas located near the buildings with southern
sun exposure where possible. If distant from the buildings and accessed through
unpaved areas, extend a wide walk between the two to minimize mud and sand
being tracked into the buildings. Areas are to include:
concrete pad with basketball goals if space allows.
Asphalt play area with painted game lines.
Grass Playing Field
o There is to be one game field. For fields under 1 acre, provide artificial play turf (G
max certified). See Site Design Directives section for size. y Playground Supervision
o Playgrounds are to be sited with good site lines for good supervision.

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STANDARD CLASSROOMS
Standard classroom size is roughly determined by assessment of a size
allocation per student, and practical experience
Special Education Spaces
Special education requirements are the same as the regular classrooms except where noted.
The allocation for each elementary school will vary according to the specific enrollment
needs
Arts / Music/ halls
Unless the school can fund fine arts (art, dance and music) programs full-time, fine arts and
music teachers rotate to schools
• Special Education is typically integrated for art and music classes.
Computer Learning Center
• Option to bring in laptop cart with higher capacity electrical requirements.
• Provide adequate cooling and exhaust for computer rooms.
Library

Mini Gym / Physical Education (Int n ext. Area)

Cafeteria
Cafeterias serve as a food serving area as well as a multi-purpose area for school activities.
Kitchen
most schools have on-site food preparation.
In the kitchen, the custodial area is not a closet. It doesn’t need a door.
It does need to be out of site from students.
Custodial Utility Areas
There are to be sufficient custodial areas with hot and cold water to efficiently clean all
permanent and portable facilities. They are to be conveniently distributed in a manner
that is appropriate to serve entire school.
Facility Storage Interior (other than in classrooms)
Unassigned storage (that can be used for a variety of purposes).
Paint all walls and hard ceilings. The floors are to have sealed concrete.

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CORRIDORS AND LOBBY AREAS
• Provide effective way-finding like tack strip.
• At the art / music classroom and the main office area provide a tall display cases with
safety glass for student work.

Administrative Offices
The administration area will be central to the school and visitor access. It is the school’s
access control point, so visibility and easy way finding is important to and from these
offices. Minimize curved walls and odd angled walls in this area to best accommodate
high density of furniture.

Counseling
• Counselling office requires privacy,
Students can have direct access to counseling offices. Students should not have to
talk to anyone to see counselor. Waiting area by counseling offices is for students.
Nurse’s Area
The nurse’s area should be adjacent to and entered by way of the school's central office
control area.
Bookroom
The Bookroom is to be located either in the Administration Area or adjacent to the
Library/Media Center with easy access from the corridor and delivery area.
o Shelving to be provided and installed by general contractor.
Workroom
The workroom is to be centrally located to the teaching staff with easy access from the
corridor.
Teachers' Lounge
o Located near the administrative offices or workroom and adjacent to staff
restrooms. When possible, provide patio area with wall privacy.
o Outdoor furniture shall be attached to pavement and provided/installed by the
general contractor.

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School site shall be designed for easy and low-cost maintenance.

Electric Service

Outdoor light fixtures, electric outlets, equipment (such as sump pumps), and other
fixtures
shall be accessible for repair and replacement, energy efficient, and locally serviceable.
Water
Outside water supply shall be adequate for normal usage. Meter domestic and irrigation
water
separately.
Water for Fire Protection
Fire hydrants must be included per jurisdiction
Garbage Collection
Each school shall have a designated garbage collection area meeting City of Albuquerque
standards, located near the kitchen, and accessible to a service access drive.

Mechanical Units
Ensure units are protected from vandalism, safe, and easy to access for maintenance and
visually screened to public areas.

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 My design project is school so; I did some Research regarding the symbols of
education to take it as my concept. I found those images below and I selected couples of
them.

bonding

What is bonding
Is a lasting attraction between atoms, ions or molecules That enables the formation
of chemical compounds.
I Took chemical bonding as my concept because, school is all about education what school
educates is science. I used this symbol to represent science.
We can represent bonding concept with hexagon so, my main lecture hall shape is inspired
by this concept.

TREE BRANCH

In culture people around adama city or the whole Oromo Population used to learn
under the tree. Because tree Is one of the most recognized things in Oromia, and almost all
Assembly of Gada’s, or anything is done under the tree. And students are used to learn here
too.
The reason this people use tree is obvious; it is the shade that the tree projects. And
the shade is formed because of the branches. My overall site plan is inspired by this concept.
The library design is inspired by the same concept
I I took the top part of the tree as library hall because this is the area where the fruit is
made.
I The stem part as greenery
I And the root part as seating area because the children’s used to sit under the tree.

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 One of the problems in adama is hotness.in my design
I will try to solve this problem.

 By using passive cooling system

 By using high heat capacity materials like stone, brick, wood…
Unsustainability of the buildings
Making it sustainable/green building;

 By using locally available materials

 By using cost effective materials.

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 LYCÉE SCHORGE SECONDARY
SCHOOL

Located in the third most populated city in Burkina Faso, the Lycée Schrage
Secondary School not only sets a new standard for educational excellence in the region, it
also provides a source of inspiration by showcasing locally-sourced building materials in an
innovative and modern way.

The design for the school consists of 9 modules which accommodate a series of classrooms
and administration rooms. One of these modules also houses a dental clinic which provides a
new source of dental care for the students.
The walls of these modules are made from locally-harvested laterite stone, which, when first
extracted from the earth, can be easily cut and shaped into bricks. When the stone is left
exposed to the atmosphere above ground, it begins to harden.

The material functions really well as a wall system for the classrooms because of its thermal
mass capabilities. This, in combination with the unique wind-catching towers and
overhanging roofs, lowers the temperature of the interior spaces exponentially.
Lycée Schorge Secondary School Back to Projects

Another major factor that helps naturally ventilate and illuminate the interiors is a massive
undulating ceiling. The wave-like pattern of plaster and concrete components are slightly
offset from each other, allowing the interior space to breathe and expel hot stagnant air.
The off-white color of the ceiling serves to diffuse and spread around indirect daylight,
providing ample illumination during the day while keeping the interior learning space
protected from direct solar heat gain.
Wrapping around these classrooms like a transparent fabric is a system of wooden screens.
This secondary facade is made of eucalyptus wood and acts as a shading element for the
spaces immediately surrounding the classrooms. The screens not only function to protect
the earthen classrooms from corroding dust and winds, they also help to create a series of
secondary informal gathering spaces for the students as they wait to attend their classes.

In order to minimize the material transported to the site, the school furniture inside the
classrooms are made from local hardwoods and leftover elements from the main building
construction such as steel scraps from the roof. This way, the economy of the building is

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extended by reducing waste adding additional value to the cost of construction.

Creating a sort of autonomous ‘village’ condition, the radial layout of the classroom modules
is
wrapped around a central public courtyard. This configuration not only creates privacy from
the
main public domain, it also shelters and protects the inner courtyard from wind and dust. An
amphitheater-like condition at the center of the courtyard will accommodate informal
gatherings
as well as formal assemblies and celebrations for the school and community as a whole.
Overall, one of the most important goals of the design is to serve as a catalyst for inspiration
for
the students, teaching staff, and surrounding community members. The architecture not
only
functions as a marker in the landscape, it is also a testament to how local materials, in
combination with creativity and team-work, can be transformed into something significant
with
profound lasting effects.
STATUS: Completed 2016
SITE: Koudougou / Burkina Faso
SIZE: 1660 m²
CLIENT: Stern Stewart Institute & Friends

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 The pictures below shows my design project on satellite school. I’ve tried to
make it sustainable and green as much as possible. Notice that this is not the full design; but
it shows the important part of the design which is the lecture rooms and administration.
Fields, libraries, are not shown here.
The materials I’ve used are mostly;

 Brick
 Wood
 Concrete[some].

west elevation

South elevation

North elevation

East elevation

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 THANK YOU

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