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prop o s e d pl a n n i n g p rinciples

... Department of Education and Training [Victoria]


[16 March 2005]

linking pedagogy and space

Director, Learning Futures Rubida Research Pty Ltd

Dr Kenn Fisher
Knowledge&Skills

Building a Future

0.00

storthe scope ofa rstoryboardu ttheiplanning and design principles in this document y b o the d o for l n e ... outlines 1.00
curriculum context
teaching and learning principles

[16 March 2005]

2.00
pedagogy + space
linking principles to place

3.00
planning principles
the learning hub

4.00
suite of spatial concepts
case study 01

australian maths + science school [sa]

DE+T essential learning strands and domains key pedagogical approaches

linking pedagogical activities to spatial settings learning settings

cluster models

case study 02

mawson lakes school [sa]

clusters and affinities prep - 6


7-9 10 - 12

case study 03

canning vale high school [wa]

learning setting principles:


01 02 03 04 05 individual settings group settings activity rich settings informal learning settings staff settings

cluster options

prep - 6 7-9 10 - 12

case study 04

reece high school [tas]

case study 05

copperfield school [vic]

case study 06

the big rug school [uk]

case study 07

tight urban site . school design [uk]

case study 08

zoo school [minnesota]

0.01

[16 March 2005]

curriculum context

proposed planning principles DE+T [vic toria]

1.00

teachcurrentg aprinciples fore a r n i ng principles i n DE+T n d l Victorian schools ... summary of


educational principles
Learning for all

[source: Dr Kenn Fisher]

core principles p-12


Learning environment supportive & productive Learning environment promotes independence & self motivation Students needs, backgrounds, perspectives & interests reflected in learning program Students challenged & supported to develop deep levels of thinking & application Assessment practices an integral part of teaching & learning Learning connects strongly with communities & practice beyond the classroom

Pursuit of excellence Engagement and effort Respect for evidence Openness of mind

essential learning standards


Live in complex, rapidly changing, rich in ICT world Demands higher order knowledge & understanding

sustainable

Understand interaction of social, economic & environmental systems

Global

innovative

Skills to solve new problems, different approaches and new solutions

building stronger communities


Build common purposes & values -mutual responsibility & trust in diverse sociocultural community

1.01

DE+ T e strategiesnt i alVictoria includening s atrands and the strands and domains. s s e by DE+T in l e ar the attributes of successful learner and domains ... current educational
The principal activities in achieving these outcomes include delivering, applying, creating, communicating, decision making

[source: Department of Education + Training]

a t t r i b ut e s o f a s u c c e s sful learner [P - 12]


- Social skills - Links school & home - Curiosity / encouragement greater interest in learning - Basic numeracy & literacy - simple technical & coordination skills

strands and domains


physical, personal and social learning
health and physical education interpersonal development personal learning civics and citizenship

delivering applying creating communicating decision making

junior school

- Organise ideas & use language with peers - Master basic literacy, numeracy skills - Awareness of other groups, cultures, times - Persistent & prolific in certain skills - Participate in discussion about ideas & beliefs - express informed opinions - More complex thinkers - apply problem solving strategies - Participate in / lead small group activity - Learn more deeply through more extended projects - Individual sense of identity - consider more complex ideas - Interest in learning more independent / congruent with personal goals - Participate in a variety of physical activities - Understand effects of risk taking - See themselves as young adults - independent thinkers, use formal methods of enquiry - Seek to apply learning to the world outside school - Set personal health & fitness goals, undertake activities to achieve them - Personalised learning and the application of specialised behaviour - Pathways into further learning and/or employment

discipline-based learning
the arts english languages other than english the humanities [economics, geography & history] mathematics science

mi ddle sc hool

interdisciplinary learning
communication design, creativity and technology information and communications technology thinking

authentic
authentic, integrated, problem and resource based learning

11 - 12

1.02

kaey ofp e d awill be used according toa pproaches forms. These pedagogies will target and support g o gi c a l subject matter and essential learning ... range pedagogies
improved student skills outcomes and enhanced student competencies. Students are at the centre of learning, with teachers as facilitators

[source: Dr Kenn Fisher]

project-based explicit instruction integrated curriculum [thematic] research-based

t e ac h e rs a s f a c i l i t a t o r s

student skills
- writing - reading - talking - presenting - making

resource-based

tea c h e r s a s f a ci lit at ors

team-collaborative

self directed [individual reflective]

student competencies
- critical thinking - communicating (multi modes) - self organising - collaborating field-based

students as researchers

constructivist

discipline speciality others

individual learning contracts

1.03

[16 March 2005]

pedagogy and space

proposed planning principles DE+T [vic toria]

2.00

l inki nactivities require specificp l e qualitieso beplace principle requires specific pedagogical approaches to support that principle, g p r i n c i spatial s t to effective. Each ... pedagogical
and these pedagogies are applied through the five core activities or modes. These modes have direct implications for learning settings design

[source: Department of Education + Training]

principle

pedagogical approach

pedagogical activity

imp l i c a t i o n s f o r b u i l d i n g d e s i g n

The learning environment is supportive and productive

Learner centred pedagogies with multiple learning settings collocated Peer to peer learning, integrated problem- and resource- based

deliver in g

Design reflects community diversity, respects and values different cultures Students have access to teachers Breakout spaces are provided to allow individual student work Furniture is suitable for cooperative learning

The learning environment promotes independence, interdependence and self motivation Students are challenged and supported to develop deep levels of thinking and application Students needs, backgrounds, perspectives and interests are reflected in the learning program

applying

Integrated, problem and resource based learning

Access to ICT, multi-media supports authentic learning

creating
Theory linked to practice, problems integrate both aspects, resources used continually and creatively, integrated curriculum delivery Quiet spaces Multi-purpose rooms that enable students to work on different subjects over longer periods of time, encourage integrated curriculum Teacher spaces that encourage cross-disciplinary teams of teachers working with groups of students Spaces for student-teacher conferencing Intranet facilities enable ongoing monitoring of student progress by students and parents

communi cating

Assessment practices are an integral part of teaching and learning Learning connects strongly with communities and practice beyond the classroom

Continuous assessment, utilising a pedagogy of assessment Project and resource-based learning on practical problems

decision making

Buildings and facilities that bring the community into the school ICT facilities that support curriculum links to professional and community practice

2.01

activities to spatial settings l inking pedagogical types. ... categoric pedagogical practices have associated space
pedagogical activity delivering pedagogical attribute
Formal presentations Instructor controls presentation Focus on presentation Passive learning Controlled observation One-to one Master & apprentice alternative control Informal Active learning Multiple disciplines Leaderless Egalitarian Distributed attention Privacy Casual Active learning Knowledge is dispersed Impromptu delivery Casual Active learning

[source: Scott-Webber]

process ste ps
Prepare & generate presentation Deliver to an audience Assess understanding

behaviou r a l p r e m i s e
Bring information before the public Instructor lead Knowledge is in one source Learner-centered Apprentice model

spatial icon

applying

Knowledge transferred via demonstration Practice by recipient Understanding achieved

creating

Research Recognise need Divergent thinking Incubate Interpret into product / innovation Organise information Deliver Receive & interpret Confirm

Innovation or knowledge moved from abstract to a product

communicating

Share information Provide quick exchange

decision making

Knowledge is dispersed Information is shared Leader sets final direction Situation is protected Semi-formal to Formal Passive / active learning

Review data Generate strategy Plan Implement one course of action

Make decisions

2.02

... possible learning settings for various modes and group sizes. These multi-modal learning settings should be collocated and clustered to allow students to move around the various learning environments to suit the particular learning task

learning settings
colloboration incubator

[source: Dr Kenn Fisher]

group learning

presentation space

teacher meeting space

resources, supply + store individual pod [place to think]

specialised focus lab

student home base

project space + wet areas

outdoor learning

display space

breakout space

2.03

- 01 individual learning setting principlesresearch/ they are essentiallysettings learning for self-directed ... describes types of spaces and spatial qualities that support individuals and

student home base space


Space for an individual to personalise and in which to work and study. Gathering place for learners and teachers.

individual pod [place to think] space


Quiet Spaces for individuals or small groups.

pedagogy
Provides sense of ownership and teaches responsibility for ones own learning. Provides a common space to start a learning activity, seek assistance and resources, share ideas, and hold group discussions.

pedagogy
Provides quiet place for work, study, reflection, or rest.

size
10 sqm.

size
1-2 sqm.

2.04

l ear n ing se spatial qualitiespri nciples - 0 2 gro upfurniture so that the spatial organisation is ttin g that support groups. these should have movable s ettings ... describes types of spaces and
learner-controlled. These are for small group collaborative and cooperative learning activities

group learning space space


Individual or team spaces for staff that has adjacent material preparation area and meeting space.

collaboration incubator space


Idea generation space, team meeting space, access to technology and other resources and display space for models and ideas.

pedagogy
Encourages team teaching, mentoring of other faculty, integrated planning, and informal discussions.

pedagogy
Support creativity, idea generation, teamwork and prototyping of concepts. Encourages involvement of local employers in the development of projects.

size
20-25 sqm.

size
20 sqm.

2.05

learnin g se ttin g principles

... describes types of spaces and spatial qualities that support groups. these are essentially for larger groups where presentations and exhibitions will occur

- 0 2 gr ou p se tt in gs

presentation space space


Places for individuals or teams to demonstrate and perform.

display space space


White boards, black boards, tack surfaces, and show cases. Place furnishings to display work in progress or completed projects. Can overlap with circulation.

pedagogy
Gives opportunity to practice, share acquired skills and knowledge with learners, staff and the public and receive feedback.

pedagogy
Provides places to show ideas, work-in-progress and finished products. Supports and shares learning process by showcasing concept development, learning activities, development process and finished products and services.

size
40-50 sqm, generally dividable.

size
20 sqm.

2.06

3 activity rich settings learning setting principles - 0will be technologically enhanced and contain a range of ... describes types of spaces and spatial qualities that support activity. these spaces
services and other resources according to the studio space type

project space + wet areas space


Space that provides a variety of work surfaces, cabinets for supplies, storage areas for projects in development stage, access to tools and technology. Specialised lighting, and other infrastructure such as sinks and disposal.

specialised focus laboratory space


Areas to support learning activities requiring specialised equipment or furnishings [eg. Science, technology, art, music, dance, fabrication, troubleshooting].

pedagogy
Provides space to produce information, services or products. Encourages critical thinking, problem solving, and team work.

pedagogy
Provides space and infrastructure to develop and practice specialised skills. Brings relevancy of work, family and community to the learning process.

size
40-50 sqm, generally dividable.

size
80-100 sqm.

2.07

- 04 informal learning setting principles problem-based learninglearning settingsactivities and collaborative and team ... describes types of spaces and spatial qualities that support informal learning.
will occur in non timetabled spaces scattered across the campus in corridors, verandahs, cafeteria and library

outdoor learning space


Outdoor areas of any scale that are semi-defined by landscape, building edge or lightweight cover, with provision for seating.

breakout spaces space


Lounge areas, small study rooms, widened corridor spaces that allow gathering away from formal learning activities.

pedagogy
Provides informal outdoor area for socialising, private study, reflection or discussion. Can be used for structured small group activities.

pedagogy
Provides psychological and physiological relief from formal environments. Allows for individual reflection, informal discussion or social activity for small groups.

size
varied.

size
15-20 sqm.

2.08

l e ar n in g sand spatial qualitiesp rinciples - 05 places should not be isolated from students an adult ettin g that support activity these spaces and staff settings ... describes types of spaces
learning approach supports staff taking time out

teacher meeting space


Individual or team spaces for staff that has adjacent material preparation area and meeting space.

resources, supply + store space


Space within or adjacent to the learning activities spaces to provide resources, store supplies for classroom projects, tools, learning products and materials.

pedagogy
Encourages team teaching, mentoring of other faculty members, integrated planning, and informal discussions.

pedagogy
Provides ready access to needed supplies, tools and storage for learning projects.

size
20-25sqm.

size
20-30 sqm.

2.09

[16 March 2005]

planning principles

proposed planning principles DE+T [vic toria]

3.00

the learninga r n aren g hsou bindividuals and groups have easy access to a range of pedagogical settings l e settings i clustered that ... multiple

[source: Department of Education + Training]

multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media learning studios teacher distributed professional multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media preparation resources development multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media centres + multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media library multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media learning commons multimulti-media multi-media development media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media + flexible learning cluster linked to multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media centre

multi-media subjects

learning hub

multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media

multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media clustered clustered student learning laboratory multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multimedia multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media

shopfronts

services

3.01

cpotential alternative m o of clustering groups are suggested clusters may be based on syndicate group, or home group, of family sized lust e r models d e l s ...
groupings

[source: Department of Education + Training]

home base 20 students

home base 20 students

5 student workstations

5 student workstations

family centre
home base 20 students home base 20 students 5 student workstations

family centre
5 student workstations

usual home group arrangement

team based arrangement

personal space shared space

personal space

personal space

personal space personal space shared space personal space shared space personal space

learner determined arrangement

3.02

c l us t e r s a n d a f fi ni t ie s

... various learning settings are clustered around common space and these are in family groups or clusters

[ pr e p-6 ]

store porch or verandah work area

technology area

technology area

store porch or verandah work area

floor sitting area open resources shared specialist teaching space open resources

floor sitting area

project wet area

project wet area

seats and desks

seats and desks

courtyard / outdoor learning

common learning hub

courtyard / outdoor learning

seats and desks open resources

seats and desks

project wet area porch or verandah work area

open resources

library multi-media computers project area

project wet area porch or verandah work area

floor sitting area store technology area

floor sitting area technology area store

3.03

cclustered learnings a n d to accessi sharedtlearning studios [ 7-9 ] lust e r settings are able a f f n i i es ...
shared breakout shared breakout

home group courtyard or outdoor learning

home group

reading

home group

home group courtyard or outdoor learning

learning common
resources home group shared breakout home group home group

learning common
home group shared breakout

learning studio
multi-media science + technology performing arts art + design
home group interview home group

shared breakout

shared breakout

home group courtyard or outdoor learning

home group courtyard or outdoor learning

learning common
home group shared breakout home group home group

learning common
home group shared breakout

3.04

cthese clusters are s a n d a to f i n i t i es provide 10-12 ] of learning possibilities lust e r arranged to conform f VCE requirements and [ three distinct clusters ...
instructional learning
interview seminar meeting lecture + instructional video conference external distance learning centre

practice based learning

project areas

learning studio
multi-media science + technology performing arts art + design

student social hub

resources workstations cafe learning support helpdesk

self-directed + informal learning

lounge / reading area

3.05

cvarious potentialroptionsp tclustered learning settingsp rep-6] lust e o for i o n s [ ...

learning cluster
building design partnership Using a block stacked, hexagonal formal module, these classbase spaces can enclose centrally located share resources, for instance, group social/play space or ict facilities without creating unusable corner spaces. Each space can be thought as if it were composed of a series of trapezoidal activity forms to increase flexibility within the classbase.

linear cloister
cottrell + vermeulen Flexible classroom spaces spawn from an adaptable size central linear circulation space. Providing increased teaching flexibility within the classroom space [with necessary support facilities] and non-programmed teaching within cloister space, further learning can be programmed through the moveable partitions between classbases.

3.06

cvarious potentialroptionsp tclustered learning settings7- 9] lust e o for i o n s [ ...

learning cluster
mace Flexible learning clusters, each capable of further division or combination, provide further potential expansion to this model as demonstrated above. Social or collective resource spaces separate learning spaces from spiratic activity of circulation cloisters.

learning cluster
wilkinson eyre Centrally located resource pods comprise the central space within a large scale learning pod. Traditional classbases are integrated within a flexible learning space and pedagogy.

3.07

cvarious potentialroptionsp tclustered learning settings1 0-12 ] lust e o for i o n s [ ...

learning cluster
woods bagot Providing specialist learning and pedagogy, these spaces emphasize how individual, group and flexible learning spaces can be combined. Central informal spaces progress through to task oriented resource rich learning environments.

learning atrium
alsop Centrally located social/resource pods comprise the central space within a large central atrium space. Traditional classbases form learning wings to vibrant hub spaces for ict or resources. The diversity of such spaces integrated within the tower proposal develops notions of community and living towards a micro-village learning environment.

3.08

[10 February 2005]

case studies

proposed planning principles DE+T [vic toria]

4.00

Learning d y 0 1 . a u s t ralian maths + science school [sa] c ase s t uCommons, Learning Studios and Other Facilities.
theme 1 theme 2 context of the project in educational philosophy A key feature of relation to state, school orthe school is the break discipline trends inthe traditional concepts of away from teaching and learning theme 3 specific proposed pedagogical activities theme 4 key planning + design features theme 5 evaluation of strengths & weaknesses

eak f have

nt and d

A passion for learning creates Interdependent upon industry and inspiration The spaces capitalises Choice is an essential part of business partnerships andare designed to be student upon centred,torather than learning relationships other teacher centred, and educational institutional facilities. Learning is social and collaborative will foster collaborativeknowledge is connected All syndicate and Fostering professional relationships project based learning. Encouraging learning and problem with the Schools of Education and Science and Engineering at Flinders solving within individual and group University, the professional teachershave histhrough collaborative Each student will contexts, or her own associations and the curriculum working relationships and flexible home-base work station located in one policy directorate with the SA teaching and learning groups. of the learning commons. Students may government Department of Education Development individual to and Childrens Services. flexibly organise their homeofbaseslearning plans, containing multiple entry meet social or studypoints and pathways, fostered group needs. Use of best available resources, particularly ICT by teacher the school, Students will move around and student interest, producing understanding. the University campus and the local Curriculum development within a seriescommunity, spending significant amounts of BIG IDEAS rather than repackage knowledge to create traditional time in each, but new understandings to meet the subjects: learning in of always able to the workplace, community and the complexities of the modern world identify with their home base in the university. Interdisclipinary life and learning, school. promoting the collaboration of theoretical, conceptual and practical knowledge from various fields of Eight specialist learning studios cater for study.
Zones are allocated for visiting teachers to collaborate and observe the schools innovative approaches to science and

classrooms and laboratories. These have been replaced by such concepts Conceived as a focus driven science Challenge pre-conceptions of aslearning commons and mathematics teaching and mathematics school, within the science and learning campus of Flinders University. through four principles; studios.

Interdisciplinary approach to curriculum design, teaching and learning, supporting an inquiry approach and constructivist learning. Inquiry approach to Learning Encouraging and developing higher order thinking skills and metacognitive processes

ASMS is designed as a single, two level building, composed of learning commons and learning studio spaces, able to adapt to groups of varying size and configuration.

Strengths: Close collaboration with institutional staff and resources

Advancement of student centred, Classrooms and centrally located flexible learning ideology common spaces to each floor, open to outdoor [learning, recreational and Integration of advanced ICT infrastructure within curriculum social] environments. Close links with industry and other institutions Working to challenge and renew approach to traditional school disciplines Weaknesses:
http://www.cybertext.net.au/tct2002/tour/aus_sc_maths.htm http://www.cybertext.net.au/tct2002/disc_papers/learning/need_mather.htm http://www.cybertext.net.au/tct2002/keynote/lake.htm http://www.aspa.asn.au/Confs/Aspa2004/asms.htm http://www.asms.sa.edu.au/ http://www.asms.sa.edu.au/student_life/ http://www.woodsbagot.com.au/

Incorporates a range of environmentally sustainable features, Learning centred curriculum, consistent with modern moral, informed through; fertile questions, ethical and environmental issues wonderings, problems, issues, emotions, in collaboration with associated with new sciences teaching and learning methodologies Zones are to instructor School physically open for twelve ranging from studentallocated for visiting teachers centred. hour days throughout the year, to collaborate and observe the schools focussing toward longer learning innovative to embody a to science and Use of ICT resources approachessessions. student centred learning at anyplace, maths teaching, learning and research. Australian Science and anytime philosophy, promoting Mathematics School Flinders University,South Australia independent learning and individual Australian Science and Mathematics School learning styles.

Learning Commons, Learning Studios and Other Facilities.

A key feature of the school is the break away from the traditional concepts of classrooms and laboratories. These have been replaced by such concepts aslearning commons and learning studios. The spaces are designed to be student centred, rather than teacher centred, and will foster collaborative syndicate and project based learning.

A Day In The Life of ASMS Students Focus toward development of generic

Flinders University,South Australia

n one may to

ol,

the eight learning areas in the South Australian Curriculum, Standards and Accountability Framework; the studios

Each student will have his or her own home-base work station located in one of the learning commons. Students may flexibly organise their home bases to meet social or study group needs. Students will move around the school, the University campus and the local community, spending significant amounts of time in each, but always able to identify with their home base in the school. Eight specialist learning studios cater for the eight learning areas in the South Australian Curriculum, Standards and Accountability Framework; the studios will take a group of students working on

skills and attributes and how to apply these to specific subjects and the A typical day might understanding of major concepts start with a literature and big ideas.with students from local high forum

schools. Then, with students from more distant high schools, the ASMS students
A Day In The Life of ASMS Students
Main Entry to the Science and Mathematics School

Zones are allocated for visiting teachers to collaborate and observe the schools innovative approaches to science and maths teaching, learning and research.

4.01

A typical day might start with a literature forum with students from local high schools. Then, with students from more distant high schools, the ASMS students might join a video conference class on

Introduction

The South Australian Department of Education,Training and Employment, in association with Flinders University, have

The ASMS vision is to prepare students to shape our world, our future, our global community and our environment through

c ase s t u d y 0 1 . a u s t ralian maths + science s cho ol


cons t r u c t e d : c o m p l e t e d 2003 loca t i o n : b e d f o r d park, flinders university arch i t e c t : w o o d s b agot architects popu l a t i o n : 4 5 0 s t u d ents, staff n/a build i n g a r e a : 1 8 . 4m 2 p er student - 8300 m 2 total build i n g c o s t : $ 1 6 8 6 / m 2 - $ 14.0mil total project cost year l e v e l s : 10, 11, 12

focus labs =
specialised focus labs

meeting =
staff meeting

learning common =
group learning

central atrium =
breakout space

computer labs, quiet or specialist areas for concentrated study

formal presentation, meeting spaces for various sized groups

+
project space + wet areas

fo c u s l a b s

+
collaboration incubator

store

presentation teacher prep

+
display space

seminar store

learning common

f o c us l a b s

l ear ni ng common

+
individual pod

teacher prep

meeting

t e ach er prep

i nfo rmal meet in g

multi-modal learning setting conducive to group work, project discussions and collaborative meeting

central atrium p resent at io n

opportunity for informal meeting, discussion or display of project work

4.02
ground floor plan

c ase s t u d y 0 2 . m a w son lakes school [sa]


theme 1 context of the project in relation to state, school or discipline trends in teaching and learning
Utilising a variety of on site neighbourhood learning centres or hubs that are technologically linked to maximise student learning. Complementing the services of DETE [e.g. School of the Future, Open Access College, the Australian Science and Mathematics School, etc] and the directions of State Government [e.g. economic development, export of education services and products] Expanding its curriculum offerings through national and international links utilising online technologies. Use of advanced ICT Creating a Sustainable and Energy Efficient Environment Developing a greater understanding of Aboriginal Heritage and Culture of the Kaurna Plains People the traditional owners of the land

theme 2 educational philosophy

theme 3 specific proposed pedagogical activities

theme 4 key planning + design features

theme 5 evaluation of strengths & weaknesses

learn for a full life learn how to learn

Individually and flexibly planned, facilitated and managed learning program.

Weaknesses:

Solar and Thermal ventilation chimneys express the importance of sensitive environmental design. Each unit has its own directly accessible courtyard which in turn links to the open space going down to the creek Various landscape zones encourage different types of play The students emphasised the importance of natural ventilation, accessibility to outdoors, environmental concerns and the need for different types of play spaces.

Contribute to the economic sustainability of Mawson Lakes and become a catalyst and a conduit for the creation of a community, which continuously seeks to improve itself and the lifestyle of its members.

Be a part of a community in which learning becomes an integral part of everyday activity Be able to learn independently, interdependently and collaboratively in a local, national and international context as appropriate.

Mawson Lakes School Vision, 2000 http://www.mawsonlakes.sa.edu.au/index.html Architecture Australia November/December 2004 p76-77 http://www.architecture.com.au/awards_search?option=showaward&entryno=20045012

develop higher order thinking skills Access to a range of collaborative and supportive processes to develop the confidence and support their learning and facilitate skills to use advanced learning the development of their social, technologies emotional, physical, cognitive and creative needs [i.e. development of develop an enterprising learning the whole student] community culture Be amplified, extended and Create a community where learning transformed through the use of is available for everyone, at any time, learning technologies. and in any place. Have online access to a wide Optimal use of advanced information range of national and international and communication technologies. educational opportunities.

Four main single storey flexible learning spaces [family units] accessible from a covered spine to the west and abutting the eastern street boundary Varying bays and windows are primarily places of retreat and small groupings to students within, providing them with unique windows to the world for outlook and display

Strengths: - Connection to outdoor spaces - Visible ESD design elements - Emphasis on life-long learning - Connection to other institutions and wider community - IT and wireless networks - Individual identity for family units

4.03

c ase s t u d y 0 2 . m a w son lakes school


cons t r u c t e d : 2 0 0 2 loca t i o n : m a w s o n lakes, south australia arch i t e c t : m g t c a n berra + russell & yelland popu l a t i o n : 3 6 0 s t u d ents, 28 staff build i n g a re a : 6 . 7 m 2 p e r student - 2350 m 2 total build i n g c o s t : $ 2 0 2 1 / m 2 - $ 4.75mil total year l e v e l s : p r e - s c h o ol yr 7

courtyard =
outdoor room

staff areas =
collaboration incubator

outdoor rooms for group gathering, informal learning and socialising

+
resources, supply + store

family group =
project space + wet areas

kiosk hardplay

administration

collaboration zones and resources

+
group learning

covered walkway courtyard family group family group family group courtyard family group

focus zones =
specialised focus labs

+
student home base

courtyard

c o u r tyard

computer labs + quiet specialist areas for concentrated study

floor plan
multi-modal learning settings with flexible partitions and integral wet areas

4.04
cross section

c ase s t u d y 0 3 . c a n ning vale high school [ wa]


theme 1 context of the project in relation to state, school or discipline trends in teaching and learning theme 2 educational philosophy theme 3 specific proposed pedagogical activities theme 4 key planning + design features theme 5 evaluation of strengths & weaknesses

The learning centre will provide a new centre of community.

http://www.cvc.wa.edu.au www.spowers.com.au http://www.designshare.com/portfolio/project/details.asp?projid=219&projview=projnarr http://www.cvc.wa.edu.au/middleschool/program/learning2.asp http://fieldingnair.com/

Implementation of bold shared vision Empowering children to view the world critically, to think and act statement: putting children first independently, cooperatively and Collaborative community design responsibly. generation process that involved the formulation of ten key principles for Develops and offers an environment the schools planning process. structure on a shared philosophy of fundamental values, beliefs and Development of a town centre curriculum engendering young model of schooling: commons block adolescents to explore themselves and periphery within the school and their place within the world. become the school heart. Flexible learning spaces provide maximum scope for flexible learning styles.

Learning will be personalised for every student, designed to nurture mind, body spirit. Development of a curriculum framework to supplement prescribed curriculum and syllabus by identifying common learning outcomes for students.

Collaborative design/planning process and community consultation resultant in the organic development of the brief.

strengths: Integrated and responsive design and strategic educational development of project.

Development of a range of idiosyncratic design elements to Use of urban or masterplanning encourage unprogrammed learning design guidelines to formulate a school design. opportunities, and cross-curricular collaboration. Learning will be authentic with a Development of inclusive learning significant project-based orientation School architecture to allow end user outcomes and objectives which various modes of customisation of implement guidance for the referred and workplace relationship bent. learning spaces. It should not limit curriculum framework. Combining teams of teachers and users, rather empower and stimulate students within a learning cluster Implementation of cluster or the learning process. enables curriculum deliver to neighbourhood based flexible Seamless transitions between learning models with additional be learner centred and focussed towards the interests and concerns of indoor and outdoor space that reflect informal learning settings. the preservation and focus of the participants. environment within the school. Teaching programs that respond Circulation spaces that integrate to local needs and circumstances, enabling greater student ownership, socialising, student display and large group meetings. relevance and interest within their learning. Neighbourhoods with individual Establishment of non-discriminatory identities as clusters of family learning outcomes based learning learning groups, along a learning focus. Educational inputs are being street. replaced by schooling results.

4.05

c ase s t u d y 0 3 . c a n ning vale high school


cons t r u c t e d : 2 0 0 2 loca t i o n : p e r t h , w estern australia arch i t e c t : s p o w e r s architects popu l a t i o n : 1 2 0 0 s t u dents, n/a staff build i n g a re a : 1 1 . 3 4m 2 per student - 13605 m 2 total build i n g c o s t : $ 2 0 5 0 / m 2 - $ 27.9mil total approx year l e v e l s : 8-12
lear ning stre et

corroboree =
meeting

corroboree meeting l e arning n e ighbourhood

backyard learning =
outdoor room

discussion + meeting spaces for various sized groups

outdoor room for group gathering or socialising


multipurpose studio

learning neighbourhood =
b a ckyard learning
group learning

multipurpose studio =
specialised focus labs

+
corroboree meeting l e arning n e ighbourhood
student home base

+
wet area + project space

lecture

open plan space enabling clusters of multi-modal learning settings

area for activity based project work or specialist learning

4.06
s ite plan middle school build i n g f l o o r p l a n

Department Of Education

c ase s t Innovationsu d y
theme 1

0 4 . r e e c e high school [ta s]


theme 2 theme 3 theme 4 theme 5 evaluation of strengths & weaknesses

The newlythe project in Higheducational philosophy built Reece School has been designed to create an innovative key planning + design context of specific proposed learning to state, school or complement the school's new project-based approach features relation environment to pedagogical activities discipline trends in teaching to learning.
and learning
7/2/05 10:41 AM

New philosophy of school Schools vision of fostering a love development; the first within of learningthrough an integrated School Architecture Tasmania to embody a truly project-based curriculum. Articles | Innovative School Designs | Site Search | E-News | Membership | Architects | Planners | Links | Contact Learning | Copyright | Home collaborative process To Enhance within school planning. Fulfil learning ambitions of all ure: Lessons From Tasmania community members, realising Interactive Whiteboard Trial Promotethe culture of, and a learning asset potential of these o far away that we in Here are some ideas that commitment to life long education members and benefits to student with a community focus. development. Start every project with a

A challenging, relevant and coherent curriculum, with delivery composed of three elements; communication, integration and personal learning. Project based learning, problem solving and practical application of knowledge and skills. Expansion towards individualised learning plans.

Variety of spaces and sizes to reflect different learning modalities; Enhanced flexibility (operable walls, internal glass and inter-connectivity of adjacent spaces) Provision of project learning areas and individual workstations; individual space ownership - eg a workstation for each student in Grade 9 and 10;

strengths: Implementation of flexible learning directives to both school curriculum and building facilities design. Student centred learning approach; workstation base for individual students and flexible teaching styles.
http://www.education.tas.gov.au/admin/ffps/comms/buildingworks/reece.htm http://198.92.126.82/research/nair/lessonstasmania/LessonsTasmania.asp http://www.cefpi.org/20031023_MacWinner.html http://www.reece.tased.edu.au/ Education Week, February 4, 2004

process that focuses less on that on the desires and ol and community. ure that as many decisions n the context of what has ewhere. If there is a , don't stop there. Extend new ground if they seem ontext of the school being

Recognition of advancements in ICT Treatment of the school as a free, and ecological building practices creative and enterprising expression and their integration within education of learning community. Reece students with a wireless laptop computer lab on wheels settings. . Bring in your planner and archit ect as early in the process as Develop as an information rich have a fully worked-out "program" or "educational specifications" essionals. At Reece, the architects threw out everything they knew learning community combining sed, instead, on the he current and futuristic ICT resources ded. gs. with effective learning objectives. Foster stronger links between the school and the broader community; promote students as both teachers and mentors to community groups and develop partnerships with local business and industry.

Incorporate diversity and flexibility to curriculum through multiple teaching and learning spaces and delivery Maximizing use of natural light and methods. ventilation and acoustic control;

Integration of community with school programs that goes beyond facilities sharing. Initiatives harnessed from state strategic direction change of education planning need to be further implemented with this school forming new benchmarking parameters for other developments. Successful implementation of ICT. weaknesses: Further exploration of outdoor learning environments could be developed.

sion any ould is some s we

use y and use

School Architecture

hers

A wireless laptop class in session. At Reece, all rooms are o to potential computer labs itous uitous bout giving students access to technology anytime and anywhere, places where that d. A school designed with l have few wasted spaces in the school are potential

Emphasis of the social dimensions Innovative information resource and responsibility of learning through centre incorporating online learning formal and informal means. and vocational education and further education resource information; Community peer tutoring and stimulated interaction. Community access facilities, eg performing arts/catering complex; Innovative furniture and equipment with the flexibility to re-configure; Seamless ICT provision supporting anywhere/anytime learning including a central ICT-rich focal facility and de-centralized wireless and cabled systems.

al, social, and emotional Good school design is not school "program," but about quality called "usability." eas on the school campus eerful, daylit, and

Students now have individual workstations that they can


Page 1 of 2

4.07

essonsTasmania3.asp

Architects Glenn Smith and Associates worked in conjunction with internationally renowned education

c ase s t u d y 0 4 . r e e c e high school


cons t r u c t e d : c o m p l e t e d november 2002 loca t i o n : d e v e n p o r t, tasmania arch i t e c t : g l e n n s m ith + assoc with prakash nair popu l a t i o n : 6 0 0 s t u d ents, 42 staff build i n g a r e a : n / a m 2 build i n g c o s t : $ 9 . 7 7 5 mil approx year l e v e l s : 7 - 10

staff areas =
staff meeting

circulation =
breakout space

principal work area =


group learning

+
resources, supply + store

+
individual pod

+
presentation space

project studio =
focus or specialist labs

preparation zones and resources

+
student home base

building 7 floor plan [nts]

opportunity for informal meeting or discussion multi-modal learning setting for general group work, presentations and student individual home base

+
project space + wet areas

project studio

9-10 principal work area 9-10 principal work area

+
project based collaboration

circulation + breakout spaces

lobby

9-10 principal work area

project specific small group activities and discussion

project studio

project studio

staff

4.08
building 1 floor plan

c ase s t u d y 0 5 . c o p per fi eld college junior campus [vic]


theme 1 context of the project in relation to state, school or discipline trends in teaching and learning theme 2 educational philosophy theme 3 specific proposed pedagogical activities theme 4 key planning + design features theme 5 evaluation of strengths & weaknesses

Team approach where year 7 to 9 This is a third campus for students are grouped with a team of Copperfield, built in one of Melbournes outer west growth areas. cross KLA teachers for their time in the middle school. The design was carried out during the Middle Years of Schooling Research Teachers have developed integrated approaches to learning which and Development program based best suit the learning needs of the on the Hill and Crevola research students. and a key reform strategy at state government level. Schools strong belief, based on At the Kings Park campus there was research and extensive experience is that this structure is the best way considerable research into Middle to address the middle stages of Years reform, both pedagogy and structural. schooling. Local building projects adapted existing space to facilitate the new structure and year 10 was moved to the senior campus. This lead to a design brief for the Sydenham campus based on philosophy and middle years principles.

Teachers work in middle years teams with up to 200 years 7 to 9 students. There are a mixture of flexible spaces which allows for less traditional teaching approaches such as team teaching, small group, ICT integration. Emphasis on the teacher student relationship as a precursor for optimal learning the teachers know the students, and increasingly their families as well. This includes their individual learning needs.

Each team space is totally independent. Each has a group of 6 GPC spaces, a junior Science froom, Technology space, Art space and ICT pods. Four of the GPCs are double classrooms. Each team has their own team office, internal toilets, interview space and internal locker spaces. The design is open, glass used to allow supervision and security.

strengths: Strong sense of belonging, identity and loyalty for students in each team Team toilets work well as an antibullying strategy, as does the glass safety and security The team office fosters informal discussion amongst teachers Sense of ownership of the design amongst the staff and school community through research and inclusive design process. Building orientation and natural light Weaknesses: Internal lockers are higher than the optimum height of windows into corridors. Winds problematic for gardens. The north side of each building gets hot. Verandahs are designed successfully to provide shade, as well as a program in place to cool computer rooms.

Large size of school and rapid growth Emphasis on inquiry based learning means that sound pedagogy and appropriate structures need to be in place. As a multicampus school, we are committed to two year 7 to 9 campuses and one year 10 to 12 campus.

4.09

case study 05 . copper field college junior campus


constructed : 2004 location : community hub sydenham architect : patrick architects population : students, staff building area : n/a m 2 building cost : $ 11.0 mil approx year levels : 7 - 9

seminar area =
cour tyard
group learning

+
courtyard =
outdoor room informal presentation

seminar

seminar

seminar

group work=
specialised focus labs

+
student home base

outdoor rooms for group gathering, informal learning and socialising

seminar group work presentation

+
wet area + project space

staff areas =
staff meeting

area for activity based project work or specialist learning


existing gym

learning setting for general group learning, informal presentations and discussion

+
resources, supply + store

preparation zones and resources

4.10

c ase s t u d y 0 6 . t h e big rug school [uk]


theme 1 context of the project in relation to state, school or discipline trends in teaching and learning
The Big Rug School operates as a woven textile of integration of pupils, community and staff with the landscape, local conditions and collective aspirations. Ecologically sustainable, low energy school buildings, emphasising design and construction efficiencies and technology advancements.

theme 2 educational philosophy

theme 3 specific proposed pedagogical activities

theme 4 key planning + design features

theme 5 evaluation of strengths & weaknesses

Connection to outdoor landscaped spaces and the environment beyond Interaction of school hours and outof-hours ideals weaknesses: Classroom design may not provide sufficient flexibility of spaces

Inclusivity Flexibility in teaching formats and spatial/furniture arrangements. Involving the entire community in the life of the school Encouraging lifelong learning; ICT integration Traditional delivery method of teaching being employed, 90% of learning conducted in classrooms, with break out individual learning pods/resource, ICT and library spaces. Sequential spaces inviting informal learning, passage, rest and sensory engagement.

Accessible, adaptive and integrated external and internal environments, focussing on both as spaces for learning. Inviting, de-institutionalised learning spaces, preferring rather flexible learning forums. A modular format of spaces remains distinct within the design proposal which incorporates a strong factory pre-fabrication off-site philosophy. Use of low-tech strategies, embodying low energy, ecologically sustainable design: ventilation chimneys, double skin walls, daylighting controls through use of solar blinds, energy efficient artificial systems

http://www.swarch.co.uk http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/ exemplars/primary/sarawigglesworth/

Flexible spaces for individually directed life-long learning throughout the school for both children and adults.

Development of formal and informal curriculum

Sustainable school for both the community resources, composed as a classroom use block and Use of the external environment as an community block, with central educational tool through connections divisionary individualistic identity to the natural world. pods

strengths:

4.11

c ase s t u d y 0 6 . t h e big rug school


cons t r u c t e d : n o t b u i l t loca t i o n : u k - t he o re tical site arch i t e c t : s a r a h w i ggleswoth popu l a t i o n : 4 2 0 s t u d ents + 26 nurser y students build i n g a r e a : 2 2 4 4 m 2 build i n g c o s t : G B4 . 0 5 2 mil approx year l e v e l s : pr e p - 7

outdoor activity space =


outdoor room

circulation =
breakout space

+
outdoor room for group gathering or socialising
resources, supply + store

classroom =
student home base

breakout space + resources provision

classroom

classroom

classroom

classroom

classroom

classroom

creative space IT suite =


specialist focus space

+
presentation

classroom

outdoor activity space

creative space

+
group learning

+
project space + wet areas

IT suite

project specific small group activities and discussion

main hall

focus spaces for specialist activity

4.12
floor plan

c ase s t u d y 0 7 . t i g h t urban site . school design [uk]


theme 1 context of the project in relation to state, school or discipline trends in teaching and learning
Promotion of the integration and advancement of ICT facilities.

theme 2 educational philosophy

theme 3 specific proposed pedagogical activities

theme 4 key planning + design features

theme 5 evaluation of strengths & weaknesses

Continually evolving teaching styles and technological advancements enabled by spatial layouts with adjustable partitions.

4.13

http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/exemplars/secondary/alsop/ http://www.alsoparchitects.com/

All spaces, at micro and macro scale, strengths: inside and outside the classroom, are potential learning zones, and places Buildings ecological adaptability University teaching methodology for social interaction and impact at a macro scale to suit may be integrated to later year several urban sites. Central circulation street atrium student education, coupled with the School composed of four learning General assumption of teaching development of real-time virtual framed by a four layers flexible Mixed-mode strategy for all environments, each providing spaces adapting in response to classes. differing delivery methods of the curriculum developments, ICT learning classroom zones: the learning areas at the micro level. curriculum; the bookcase, the test innovation and pastoral care. bookcase and practical learning Central circulation spine and informal Development of a passive ecological bed, atrium and pebbles. spaces. sustainability system of building, or social learning pods and clusters. Predicated upon ICT innovation construction and operation Integrated series of centralised changing the schools learning Test bed: four storey series of Passive ecological considerations informal self-directed learning pods environments to develop varying vertical layers containing different Strong sense of a community and response to external through the buildings spine, a break room sizes, more open plan in nature practical learning activity spaces. campus, a ground level street out from traditional teaching delivery encompassing a varietal of learning environments. Architectural expression unique develops the school meeting spaces used predominantly elsewhere within activities within a single space or as an enclosed piazza flexible internal class spaces. learning studio. to each learning activity links Weaknesses curriculum ideologies and pedagogy Note: Current proposal based upon Adaptation of kit-of-parts with spatial concepts. Remnants of traditional curriculum ideology at masterplanning level, traditional cellular spaces and delivery methods and cellular spatial Creation of a sustainable environment arrangements hinder the progression incorporating strategic spatial intents teaching methods with flexible internalised outcomes incorporated for future generations, principally of new curriculum delivery. towards flexible, non-structured, formed upon four themes: health and a-locale learning and challenges there in. well-being, education for sustainable conceptions of student centred learning. development, minimising resource use and working with the community.

Create a holistic environment, which supports the social well being of young people as well as their education development

Integration of advanced ICT facilities within school curriculum and establishing alternate delivery methods.

c ase s t u d y 0 7 . t i g h t urban site . school des ig n


cons t r u c t e d : n o t b u i l t loca t i o n : u k - t h e o retical urban site arch i t e c t : a l s o p a r chitects popu l a t i o n : 1 1 5 0 s t u dents [sixth form 2500 build i n g a re a : 1 0 1 6 7 m 2 build i n g c o s t : G B1 6 . 4 8 9 mil approx year l e v e l s : 8 - 12

the test bed =


specialised focus labs

specialist activity based work

bookcase classrooms =
student home base

th e test bed

the atrium =
breakout space

th e at riu m

+
presentation

+
th e bo ok ca se
individual pod space

+
group learning

ground floor plan

+
display space

flexible group spaces with opportunity to open out onto circulation

informal gathering, socialising with provision of small group pods and resources

4.14
longditudinal section

c ase s t u d y 0 8 . s c h ool of environmental studies [minnesota]


theme 1 context of the project in relation to state, school or discipline trends in teaching and learning
Environmental Studies Specific School located in a regional setting, adjacent the Minnesota Zoo. Strong environmental sustainability concepts used within building design, to be used as a teaching mechanism.

theme 2 educational philosophy

theme 3 specific proposed pedagogical activities

theme 4 key planning + design features

theme 5 evaluation of strengths & weaknesses

Interdisciplinary thematic curriculum: students shape their needs and interest to focus their education to environmental studies, through thematic learning experiences.

Active, experiential, access to advanced ICT empowered learning where traditional disciplines are integrated towards the study of the environment. Students to act as workers, teachers maintaining a less central role. Flexible learning with an environmental focus: in-depth, interdisciplinary research using innovative technology that results in practical applications. Coherent structured curriculum and instruction principles, modelling informed thought and decision making through enhanced student needs and directed educational opportunities. Removal of the traditional classroom arrangements by transposing the education setting within the environment.

Fit the building to the academic program: resolution of the schools pedagogy and curriculum intents prior to consultation of architects. Exposed architecture, using the building as a teaching tool to demonstrate how architects work with materials and the environment. Flexible, permeable and open learning spaces of varying scales, both within built forms and the external environment.

strengths: Integration and recognition of pragmatic real-world experience and benefits to flexible learning outcomes and students curriculum. Use of building envelope as an ecological teaching driver. Development of specialist education stream schooling, focus orientated to future personal and career development of students.
http://www.designshare.com/HighSchoolLibrary/HSZoo/HSZoo2prog.htm http://www.isd196.k12.mn.us/Schools/ses/hse/house.html http://www.glef.org/php/article.php?id=Art_1010&key=189 http://ali.apple.com/ali_sites/glefli/exhibits/1000610/The_Story.html http://www.glef.org/redesigning/intro.html http://glef.org/redesigning/html/zoo.html http://newdesigns.oregonstate.edu/updates/environmental_studies/section04.html

Authentic real-world project based learning through collaborative partnerships with industry, Discipline specific learning and community, other institutions, focus oriented school in later years government and primarily the of education, serving as precursory to Minnesota Zoo. further studies. Self-perpetuating learners, who accept the responsibility of the afforded latitude to their education, to navigate their own learning and identification of resources within the global community. Encourage sustainable environment actions. Promote collaborative relationships among students and staff, fostering student learning to their individual capabilities. Develop active, environmentally informed, self-perpetuating learners and citizens connected with the local and global community.

Design of building envelope provides Weaknesses direct visual connections to the field Partial implementation of flexible Promote sensory elements of identity spatial learning arrangements, adaptive or re-configurable internal and community through unique building form. spaces can only form part of a flexible learning space. Adaptive learning spaces for unique learning experiences, within clusters Discussion of a lottery draw for for student learning, common student places impinges the active workspaces and flexible use rooms. learning of those who strongly desire to attend the school and is reflective Students should be able to move in pedagogic intents and strategies. about, with the development of a central location; everyones group, everyones house

4.15

c ase s t u d y 0 8 . s c h ool of environmental stu di es


cons t r u c t e d : 1 9 9 5 loca t i o n : a p p l e v a lley, minnesota arch i t e c t : H G A a r c hitects popu l a t i o n : 4 4 0 s t u d ents, 20 staff build i n g a r e a : 1 4 . 3 5m 2 per student - 6317 m 2 total build i n g c o s t : U S $ 8 5 7 . 9/m 2 - US $5 . 775 mil year l e v e l s : 10 - 12

laboratory =
specialised focus labs

computer labs + quiet specialist areas for concentrated study

classroom =
student home base

laboratory classroom laboratory resource classroom resou rce classroom resource cl assro om l ab ora to r y

resources =
specialised focus labs

+
project space + wet areas

resource

la bo rat or y

+
project space + wet areas

+
project based collaboration

project specific small group activities and discussion

central resource areas with opportunity for informal discussion in small groups

4.16
conceptual floor plan