Linking Pedagogy and Space

proposed planning principles ... Department of Education and Training [Victoria] [16 March 2005]

linking pedagogy and space

Dr Kenn Fisher Director, Learning Futures Rubida Research Pty Ltd Knowledge&Skills Building a Future 0.00 storyboard outline ... outlines the scope of the storyboard for the planning and design principles in this document [16 March 2005] 1.00 2.00 3.00 4.00

curriculum context pedagogy + space planning principles suite of spatial concepts

teaching and learning principles linking principles to place the ‘learning hub’ case study 01 australian maths + science school [sa]

DE+T essential learning strands linking pedagogical activities to cluster models case study 02 and domains spatial settings mawson lakes school [sa]

key pedagogical approaches learning settings clusters and affinities prep - 6 case study 03 7 - 9 canning vale high school [wa] 10 - 12

learning setting principles: cluster options prep - 6 case study 04 7 - 9 reece high school [tas] 01 individual settings 10 - 12

02 group settings case study 05 copperfield school [vic] 03 activity rich settings

04 informal learning settings case study 06 the big rug school [uk] 05 staff settings

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 [victoria] 1.00 teaching and learning principles ... summary of current DE+T principles for Victorian schools [source: Dr Kenn Fisher]

educational principles

Learning for all

core principles p-12 Pursuit of excellence

Learning environment supportive & Engagement and effort productive Respect for evidence Learning environment promotes independence & self motivation Openness of mind essential learning standards

Students’ needs, backgrounds, Live in complex, rapidly changing, perspectives & interests reflected in rich in ICT world learning program Demands higher order knowledge & Students challenged & supported understanding to develop deep levels of thinking & application sustainable Global Understand interaction of social, economic & environmental systems Assessment practices an integral part of teaching & learning innovative Skills to solve new problems, Learning connects strongly with different approaches and new communities & practice beyond the solutions classroom building stronger communities Build common purposes & values -mutual responsibility & trust in diverse sociocultural community 1.01 DE+T essential learning strands and domains ... current educational strategies by DE+T in Victoria include the attributes of a successful learner and the strands and domains. [source: Department of Education + Training] The principal activities in achieving these outcomes include delivering, applying, creating, communicating, decision making

attributes of a successful learner [P - 12] strands and domains - Social skills - Links school & home physical, personal and social - Curiosity / encouragement greater interest in learning - Basic numeracy & literacy - simple technical & coordination learning skills health and physical education interpersonal development delivering - Organise ideas & use language with peers personal learning - Master basic literacy, numeracy skills civics and citizenship - Awareness of other groups, cultures, times applying discipline-based learning - Persistent & prolific in certain skills - Participate in discussion about ideas & beliefs - express the arts informed opinions english languages other than english creating junior school - More complex thinkers - apply problem solving strategies the humanities [economics, - Participate in / lead small group activity geography & history] - Learn more deeply through more extended projects mathematics communicating science - Individual sense of identity - consider more complex ideas - Interest in learning more independent / congruent with personal goals interdisciplinary learning - Participate in a variety of physical activities communication decision making - Understand effects of risk taking design, creativity and technology information and communications - See themselves as young adults - independent thinkers, use technology formal methods of enquiry - Seek to apply learning to the world outside school thinking - Set personal health & fitness goals, undertake activities to

middle school achieve them authentic

authentic, integrated, problem - Personalised learning and the application of specialised and resource based learning behaviour - Pathways into further learning and/or employment 1.02 11-12 key pedagogical approaches ... a range of pedagogies will be used according to subject matter and essential learning forms. These pedagogies will target and support [source: Dr Kenn Fisher] improved student skills outcomes and enhanced student competencies. Students are at the centre of learning, with teachers as facilitators

project-based explicit research-based instruction

integrated resource-based facilitators as teachers curriculum student skills [thematic] - writing - reading - talking team-collaborative - presenting self directed - making [individual reflective] student competencies - critical thinking field-based - communicating (multi modes) students as - self organising researchers - collaborating constructivist teachers as facilitators

discipline individual speciality learning contracts others

1.03 [16 March 2005]

pedagogy and space

proposed planning principles DE+T [victoria] 2.00 linking principles to place ... pedagogical activities require specific spatial qualities to be effective. Each principle requires specific pedagogical approaches to support that principle, [source: Department of Education + Training] and these pedagogies are applied through the five core activities or modes. These modes have direct implications for learning settings design

principle pedagogical approach pedagogical implications for building design activity

The learning environment is Learner centred pedagogies Design reflects community diversity, respects and supportive and productive with multiple learning settings delivering values different cultures collocated Students have access to teachers

The learning environment Peer to peer learning, Breakout spaces are provided to allow individual promotes independence, integrated problem- and student work interdependence and self resource- based applying Furniture is suitable for cooperative learning motivation

Students are challenged Integrated, problem and Access to ICT, multi-media supports authentic and supported to develop resource based learning learning deep levels of thinking and application creating

Students’ needs, backgrounds, Theory linked to practice, Quiet spaces perspectives and interests problems integrate both Multi-purpose rooms that enable students to work are reflected in the learning aspects, resources used on different subjects over longer periods of time, program continually and creatively, encourage integrated curriculum integrated curriculum delivery communicating Teacher spaces that encourage cross-disciplinary teams of teachers working with groups of students

Assessment practices are an Continuous assessment, Spaces for student-teacher conferencing integral part of teaching and utilising a pedagogy of Intranet facilities enable ongoing monitoring of learning assessment student progress by students and parents

decision making Learning connects strongly Project and resource-based Buildings and facilities that bring the community into with communities and practice learning on practical problems the school beyond the classroom ICT facilities that support curriculum links to professional and community practice 2.01 linking ped agogical activities to spatial settings ... categoric pedagogical practices have associated space types. [source: Scott-Webber]

pedagogical activity pedagogical attribute process steps behavioural premise spatial icon

Formal presentations Prepare & generate Bring information before delivering Instructor controls presentation the public presentation Deliver to an audience Instructor lead Focus on presentation Assess understanding Knowledge is in one Passive learning source

Controlled observation Knowledge transferred via Learner-centered applying One-to –one demonstration Apprentice model Master & apprentice Practice by recipient alternative control Understanding achieved Informal Active learning

Multiple disciplines Research Innovation or knowledge creating Leaderless Recognise need moved from abstract to a Egalitarian Divergent thinking product Distributed attention Incubate Privacy Interpret into product / Casual innovation Active learning Knowledge is dispersed Organise information Share information communicating Impromptu delivery Deliver Provide quick exchange Casual Receive & interpret Active learning Confirm

Knowledge is dispersed Review data Make decisions decision making Information is shared Generate strategy Leader sets final direction Plan Situation is protected Implement one course of Semi-formal to Formal action 2.02 Passive / active learning learning settings ... possible learning settings for various modes and group sizes. These multi-modal learning settings should be collocated and clustered to [source: Dr K enn Fisher] allow students to move around the various learning environments to suit the particular learning task

colloboration group presentation teacher incubator learning space meeting space

resources, supply + store

individual pod [place to think] student home base specialised focus lab

project space + outdoor display breakout wet areas learning space space

2.03 learning setting principles - 01 individual settings ... describes types of spaces and spatial qualities that suppor t individuals and research/ they are essentially for self-directed learning

student home base individual pod [place to think] space space Space for an individual to personalise and in which Quiet Spaces for individuals or small groups. to work and study. Gathering place for learners and teachers. pedagogy pedagogy Provides quiet place for work, study, reflection, or Provides sense of ownership and teaches rest. responsibility for one’s own learning. Provides a common space to start a learning size activity, seek assistance and resources, share 10 sqm. ideas, and hold group discussions.

size 1-2 sqm.

2.04 learning setting principles - 02 group settings ... describes types of spaces and spatial qualities that support groups. these should have movable furniture so that the spatial organisation is learner-controlled. These are for small group collaborative and cooperative learning activities

group learning space collaboration incubator space space Individual or team spaces for staff that has adjacent Idea generation space, team meeting space, material preparation area and meeting space. access to technology and other resources and display space for models and ideas. pedagogy Encourages team teaching, mentoring of pedagogy other faculty, integrated planning, and informal Support creativity, idea generation, teamwork and discussions. prototyping of concepts. Encourages involvement of local employers in the size development of projects. 20-25 sqm. size 20 sqm.

2.05 learning setting principles - 02 group settings ... describes types of spaces and spatial qualities that support groups. these are essentially for larger groups where presentations and exhibitions will occur

presentation space display space space space Places for individuals or teams to demonstrate and White boards, black boards, tack surfaces, and perform. show cases. Place furnishings to display work in progress or completed projects. Can overlap with pedagogy circulation. Gives opportunity to practice, share acquired skills and knowledge with learners, staff and the public pedagogy and receive feedback. Provides places to show ideas, work-in-progress and finished products. size Supports and shares learning process by 40-50 sqm, generally dividable. showcasing concept development, learning activities, development process and finished products and services.

size 20 sqm. 2.06 learning setting principles - 03 activity rich settings ... describes types of spaces and spatial qualities that suppor t activity. these spaces will be technologically enhanced and contain a range of ser vices and other resources according to the studio space type

project space + wet areas specialised focus laboratory space space Space that provides a variety of work surfaces, Areas to support learning activities requiring cabinets for supplies, storage areas for projects in specialised equipment or furnishings [eg. Science, development stage, access to tools and technology. technology, art, music, dance, fabrication, Specialised lighting, and other infrastructure such as troubleshooting]. sinks and disposal. pedagogy pedagogy Provides space and infrastructure to develop and Provides space to produce information, services or practice specialised skills. products. Brings relevancy of work, family and community to Encourages critical thinking, problem solving, and the learning process. team work. size size 80-100 sqm. 40-50 sqm, generally dividable. 2.07 learning setting principles - 04 informal learning settings ... describes types of spaces and spatial qualities that suppor t informal learning. problem-based learning and collaborative and team activities will occur in non timetabled spaces scattered across the campus in corridors, verandahs, cafeteria and library

outdoor learning ‘breakout’ spaces space space Outdoor areas of any scale that are semi-defined by Lounge areas, small study rooms, widened corridor landscape, building edge or lightweight cover, with spaces that allow gathering away from formal provision for seating. learning activities.

pedagogy pedagogy Provides informal outdoor area for socialising , Provides psychological and physiological relief from private study, reflection or discussion. Can be used formal environments. Allows for individual reflection, for structured small group activities. informal discussion or social activity for small groups. size varied. size 15-20 sqm.

2.08 learning setting principles - 05 staff settings ... describes types of spaces and spatial qualities that support activity these spaces and places should not be isolated from students – an adult learning approach supports staff taking ‘time out’

teacher meeting resources, supply + store space space Individual or team spaces for staff that has adjacent Space within or adjacent to the learning activities material preparation area and meeting space. spaces to provide resources, store supplies for classroom projects, tools, learning products and pedagogy materials. Encourages team teaching, mentoring of other faculty members, integrated planning, and informal pedagogy discussions. 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 [victoria] 3.00 the ‘learning hub’ ... multiple learning settings are clustered so that individuals and groups have easy access to a range of pedagogical settings [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 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-medialearning multi-media studios multi-media multi-mediateacher multi-media multi-mediadistributed multi-media multi-media multi-mediaprofessional multi-media multi-media multi-media multi-media multi-media multi-mediapreparation multi-media multi-mediaresources multi-media multi-media multi-mediadevelopment multi-media multi-media multi-media multi-media multi-media multi-mediacentres multi-media multi-media+ librarymulti-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 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-mediadevelopment multi-media multi-media multi-media multi-media multi-media multi-media multi-media learnimulti-mediang commons multi-media multi- media multi-media multi-media multi-media multi-medialearning multi-media multi-media hub multi-media multi-media+ multi-media flexible learning multi-media multi-mediacluster multi-media linked to multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media subjects centre 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 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 clustered clustered student learning laboratory multi-media‘shopfronts’ multi-media multi-media multi-mediaservices 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 multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- 3.01 media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media cluster models ... potential alternative models of clustering groups are suggested clusters may be based on syndicate group, or home group, of ‘family’ sized [source: Department of Education + Training] groupings

home base home base 5 student 5 student 20 students 20 students workstations workstations

‘family’ ‘family’ centre centre

home base home base 5 student 5 student 20 students 20 students workstations workstations

usual home group arrangement team based arrangement

personal space personal personal space space shared space

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

3.02 learner determined arrangement clusters and affinities [prep-6] ... various learning settings are clustered around common space and these are in ‘family’ groups or clusters

technology store technology store area area porch or porch or verandah floor sitting area verandah work area floor sitting area work area shared open project wet specialist open project wet area resources teaching space resources area

seats and desks seats and desks

courtyard / common courtyard / outdoor outdoor learning learning hub learning

seats and desks seats and desks

open project wet open library project wet area resources multi-media resources area computers project area porch or porch or floor sitting area verandah floor sitting area verandah work area work area technology store technology store area area

3.03 clusters and affinities [7-9] ... clustered learning settings are able to access shared learning studios

shared breakout shared breakout

home group home group reading home group home group

courtyard courtyard or or outdoor learning learning common common outdoor learning learning resources

home group home group home group home group

shared breakout learning studio shared breakout

multi-media science + technology performing arts shared breakout art + design shared breakout

home group home group home group home group

courtyard interview courtyard or or outdoor learning learning outdoor learning common common learning

home group home group home group home group

shared breakout shared breakout 3.04 clusters and affinities [10-12] ... these clusters are arranged to conform to VCE requirements and provide three distinct clusters of learning possibilities

instructional learning

interview external distance seminar learning meeting centre video practice based learning conference lecture + instructional

project areas

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

resources self-directed + informal learning

workstations cafe

learning support lounge / helpdesk reading area 3.05 cluster options [prep-6] ... various potential options for clustered learning settings

learning cluster linear cloister building design partnership cottrell + vermeulen

Using a block stacked, hexagonal formal module, these Flexible classroom spaces spawn from an adaptable classbase spaces can enclose centrally located share size central linear circulation space. Providing increased resources, for instance, group social/play space or ict teaching flexibility within the classroom space [with facilities without creating ‘unusable’ corner spaces. necessary support facilities] and non-programmed Each space can be thought as if it were composed of a teaching within cloister space, further learning can be series of trapezoidal activity forms to increase flexibility programmed through the moveable partitions between within the classbase. classbases.

3.06 cluster options [7-9] ... various potential options for clustered learning settings

learning cluster learning cluster mace wilkinson eyre

Flexible learning clusters, each capable of further Centrally located resource pods comprise the central division or combination, provide further potential space within a large scale learning pod. Traditional expansion to this model as demonstrated above. Social classbases are integrated within a flexible learning or collective resource spaces separate learning spaces space and pedagogy. from spiratic activity of circulation cloisters.

3.07 cluster options [10-12] ... various potential options for clustered learning settings

learning cluster learning atrium woods bagot alsop

Providing specialist learning and pedagogy, these Centrally located social/resource pods comprise the spaces emphasize how individual, group and flexible central space within a large central atrium space. learning spaces can be combined. Central ‘informal’ Traditional classbases form learning wings to vibrant spaces progress through to task oriented resource hub spaces for ict or resources. The diversity of such rich learning environments. 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 [victoria] 4.00 Australian Science and Mathematics School Flinders University,South Australia caseLearning study Commons, 01 . Learningaustralian maths + science school [sa] Studios and Other Facilities. theme 1 theme 2 theme 3 theme 4 theme 5 context of the project in educational philosophy specific proposed key planning + design evaluation of strengths & relationA key to state, feature school of or the school is the break pedagogical activities features weaknesses disciplineaway trends from in the teaching traditional concepts of and learning classrooms and laboratories. These have been replaced by such concepts Conceived as a focus driven science Challenge pre-conceptions of Interdisciplinary approach to ASMS is designed as a single, two Strengths: and mathematicsas”learning school, withincommons” the science and and mathematics“learning teaching curriculum design, teaching and level building, composed of learning campusstudios”. of Flinders University. through four principles; learning, supporting an ‘inquiry’ commons and learning studio Close collaboration with institutional “A passion for learning creates approach and ‘constructivist’ spaces, able to adapt to groups of staff and resources Interdependent upon industry and inspiration” learning. varying size and configuration. businessThe partnerships spaces and are capitalises designed “Choice tois an be essential student part of Advancement of student centred, upon centred,relationships to rather other than learningteacher” centred, and Inquiry approach to Learning Classrooms and centrally located flexible learning ideology educational institutional facilities. “Learning is social and collaborative” common spaces to each floor, open will foster collaborative“All knowledge syndicate is connected and” Encouraging and developing to outdoor [learning, recreational and Integration of advanced ICT Fosteringproject professional based relationships learning. higher order thinking skills and social] environments. infrastructure within curriculum with the Schools of Education and Encouraging learning and problem metacognitive processes Science and Engineering at Flinders solving within individual and group Incorporates a range of Close links with industry and other University,Each the professionalstudent teacherswill have contexts, his through or her collaborative own Learning centred curriculum, environmentally sustainable features, institutions associations“home-base” and the curriculum work stationworking relationships located and in flexible one informed through; fertile questions, consistent with modern ‘moral, policy directorate with the SA teaching and learning groups. wonderings, problems, issues, ethical and environmental issues… Working to challenge and renew governmentof the Department learning of Education commons. Students may emotions, in collaboration with associated with ‘new sciences’’ approach to traditional school and Childrenflexibly’s Services. organise theirDevelopment “home of bases” individual learning to teaching and learning methodologies disciplines plans, containing multiple entry rangingZones from studentare allocatedto instructor forSchool visiting physically teachers open for twelve Use ofmeet ‘best available social resources or study’, points group and pathways,needs. fostered centred.to collaborate and observehour days the throughout school’s the year, Weaknesses: particularlyStudents ICT will move aroundby teacher andthe student school, interest, innovative approachesfocussing to science toward longer and learning the University campusproducing and understanding. the local Use of ICT resources to embody ‘a sessions. Curriculum development within a studentmaths centred teaching, learning at anyplace, learning and research. Australian Science and seriescommunity, of “BIG IDEAS” rather spending than ‘repackage significant knowledge amounts to create anytime philosophy’,Mathematics promoting School traditional subjects: learning in new understandings to meet the independent learningFlinders University,South and individual Australia of time in each, but always able to Australian Science and Learning Commons, Learning Mathematics School the workplace, community and the complexities of the modern world’ learning styles. Flinders University,South Australia Studios and Other Facilities. A Day In The Life of Learning Commons, Learning Main Entry to the Science and Mathematics School identify with their “home base” in the Studios and Other Facilities. A key feature of the school is the break university. A key feature of the school is the break away from the traditional concepts of away from the traditional conceptsASMS of Students classrooms and laboratories. These have Interdisclipinary life and learning,classrooms and laboratories.Focus These have toward development of generic school. been replaced by such concepts been replaced by such concepts as”learning commons” and “learning studios”. as”learning commons” and “learning promoting the collaboration of skills and attributes and how to apply 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/ studios”. The spaces are designed to be student centred, rather than teacher centred, and theoretical, conceptual and practicalwill foster collaborative syndicatethese and to specific subjects and the Introduction The spaces are designed to be student project based learning. A typical day might start with a literature centred, rather than teacher centred, and knowledge from various fields ofEach student will have hisunderstanding or her own of major concepts Eight specialist learning studios cater for“home-base” work station located in one will foster collaborative syndicate and of the learning commons. Students may project based learning. flexibly organise their “home bases” to Zones are allocated for visiting teachers 4.01 study. meet social or study groupand needs.forum bigto collaborateideas. and observewith the school’s students from local high the eight learning areas in the South Students will move around the school, innovative approaches to science and Each student will have his or her own the University campus and the local maths teaching, learning and research. community, spending significant amounts The ASMS vision is to prepare students “home-base” work station located in one of time in each, but always able to The South Australian Department of A Day In The Life of identify with their “home base” inschools. the Then, with studentsMain Entry to the Science and Mathematics School from more of the learning commons. Students may ASMS Students Australian Curriculum, Standards and school. flexibly organise their “home bases” to Introduction Zones are allocated for visiting teachers Eight specialist learning studios cater for A typical day might start with a literature forum with students from local high to shape our world, our future, our global meet social or study group needs. the eight learning areas in the South Education,Training and Employment, in to collaborate and observe the school’s schools. Then, with students from more The South Australian Department of The ASMS vision is to prepare students Students will move around the school, Australian Curriculum, Standards anddistant high schools, the ASMS studentsto shape our world, our future, our global Education,Training and Employment, in innovative approaches to science and Accountability Framework; the studios distant high schools, the ASMS students Accountability Framework; the studios might join a video conference class on association with Flinders University, have community and our environment through the University campus and the local will take a group of students working on maths teaching, learning and research. collaborated in the design, construction the great changes of science and project-based activities rather than the economics. The students might then community, spending significant amounts and development of a senior secondary technology now moving to centre stage community and our environment through traditional class-based cohort in send via Internet updated information on association with Flinders University, have high school which will specialise in the in the new century. of time in each, but always able to laboratories. mightthe experiment they joinare running to a video conference class on vulcanologists working on a live volcano teaching of mathematics and science and A Day In The Life of Main Entry to the Science and Mathematics School identify with their “home base” in the will take a group of students working on in Hawaii. focus on innovative pedagogies. ”The development of staff in the existing Special furniture has been designed to schools throughout the state and across ASMS Students meet the flexible nature of these spaces school. The Australian Science and Mathematics Australia will occur through teachers the great changes of science and They might participate in a working lunch collaborated in the design, construction (Figure 4). Students will be able to work School (ASMS) will accommodate 450 visiting the complex to experience new individually, in small groups or in classeconomics.with a visiting archaeologist from the The students might then Introduction students with up to150 from overseas, in approaches to pedagogy or through the A typical day might start with a literature groups, or will be able to meet as a South Australian Museum. They might Eight specialist learning studios cater for project-based activities rather than the years 10, 11 and 12 and will be open from out reach and online programs developed whole-year or complete school group in a work with a local business to develop 8.00 a.m. to 8.00 p.m. on most days of by the school. forum with students from local high range of purpose-designed facilities and program a microchip for a robotic the eight learning areas in the South the year including school holidays. technology now moving to centre stage The South Australian Department dramaof production orThe join the ASMS mobile vision is to prepare students and development of a senior secondary Australian Curriculum, Standards and schools. Then, with students from more ranging from their home-base to lecture Over the three years as the students theatres and laboratories within thesendphone radiation viaresearch group atInternet Flinders updated information on Education,Training and Employment, in to shape our world, our future, our global The school will offer, in conjunction with advance through the school, they will Accountability Framework; the studios distant high schools, the ASMS students university. University Science Labs. traditional class-based cohort in association with Flinders University, have community and our environment through the Science Faculty of Flinders University, increasingly encounter adult, self- might join a video conference class on adult learning approaches for these final directed, constructivist, problem-based will take a group of students working on The school design deliberately Some might leave the ASMS to attend three years of schooling at the pre-tertiary and independent learning approaches, in the new century. collaborated in the design, constructiontheir part-time role asthe explainers great at thechanges of science and high school which will specialise in the economics. The students might then incorporates large Central Common project-based activities rather than the level and will collaborate in the and it is hoped that upon graduation they and developmentspaces for circulation, of break a senior out fromthe secondaryInvestigator experiment Sciencetechnology Centre for a year 5now moving to centrethey stage are running to send via Internet updated information on development of curriculum based on the will be eager to continue with maths and traditional class-based cohort in learning commons and studios for formal class on forces. On the weekend laboratories. “new sciences” such as nanotechnology. science and be sufficiently proficient to high school which will specialise instudents the might accessin the online new archive century. laboratories. the experiment they are running to and informal learning, displays, perform at high levels in tertiary study or teachingexhibitions, of mathematics assemblies and conferences. and sciencelecture seriesand on biotechnology held at Flinders University during the week. in the workforce. teaching of mathematics and science and vulcanologists working on a live volcano In addition, there are seminar rooms, in Hawaii. focus meetingon innovative rooms, staff preparation pedagogies. rooms,vulcanologists”The development of staff working in the existing on a live volcano Special furniture has been designed to student and staff social areas. schools throughout the state and across meet the flexible nature of these spaces The Australian Science and Mathematics Australia will occur through teachers ”The development of staff in the existing (Figure 4). Students will be able to work They might participate in a working lunch focus on innovative pedagogies. School (ASMS) will accommodate 450 visiting the complex to experience new individually, in small groups or in class with a visiting archaeologist from the in Hawaii. Special furniture has been designed tostudents with up to150 from overseas, in approaches to pedagogy or through the groups, or will be able to meet as a South Australian Museum. They might years 10, 11 and 12 and will be open from out reach and online programs developed whole-year or complete school group in a work with a local business to develop schools throughout the state and across 8.00 a.m. to 8.00 p.m. on most days of by the school. range of purpose-designed facilities and program a microchip for a robotic drama productionmeet or join the the mobile flexible nature of these spacesthe year including school holidays. ranging from their home-base to lecture Over the three years as the students theatres and laboratories within the phone radiation research group at Flinders The Australian Science and Mathematics Australia will occur through teachers The school will offer, in conjunction with advance through the school, they will university. University Science Labs. They might participate in a working lunch (Figure 4). Students will be able to workthe Science Faculty of Flinders University, increasingly encounter adult, self- adult learning approaches for these final directed, constructivist, problem-based The school design deliberately Some might leave the ASMS to attend visiting the complex to experience new three years of schooling at the pre-tertiary and independent learning approaches, School (ASMS) will accommodate 450 incorporates large Central Common their part-time role as explainers at the with a visiting archaeologist from the level and will collaborate in the and it is hoped that upon graduation they spaces for circulation, break out from Investigatorindividually, Science Centre for a year 5 in small groups or in class development of curriculum based on the will be eager to continue with maths and learning commons and studios for formal class on forces. On the weekend approaches to pedagogy or through the “new sciences” such as nanotechnology. science and be sufficiently proficient to students with up to150 from overseas, in and informal learning, displays, students might access the online archive South Australian Museum. They might lecture seriesgroups, on biotechnology held or at will be able to meet as a perform at high levels in tertiary study or exhibitions, assemblies and conferences. in the workforce. In addition, there are seminar rooms, Flinders University during the week. years 10, 11 and 12 and will be open from out reach and online programs developed meeting rooms, staff preparation rooms, work with a local business to develop student and staff social areas. whole-year or complete school group in a 8.00 a.m. to 8.00 p.m. on most days of by the school. range of purpose-designed facilities and program a microchip for a robotic drama production or join the mobile the year including school holidays. ranging from their home-base to lecture Over the three years as the students theatres and laboratories within the phone radiation research group at Flinders The school will offer, in conjunction with advance through the school, they will university. University Science Labs. the Science Faculty of Flinders University, increasingly encounter adult, self- adult learning approaches for these final directed, constructivist, problem-based The school design deliberately Some might leave the ASMS to attend three years of schooling at the pre-tertiary and independent learning approaches, incorporates large Central Common their part-time role as explainers at the level and will collaborate in the and it is hoped that upon graduation they spaces for circulation, break out from Investigator Science Centre for a year 5 development of curriculum based on the will be eager to continue with maths and learning commons and studios for formal class on forces. On the weekend “new sciences” such as nanotechnology. science and be sufficiently proficient to and informal learning, displays, students might access the online archive lecture series on biotechnology held at perform at high levels in tertiary study or exhibitions, assemblies and conferences. in the workforce. In addition, there are seminar rooms, Flinders University during the week. meeting rooms, staff preparation rooms, student and staff social areas. case study 01 . australian maths + science school constructed : completed 2003 location : bedford park, flinders university architect : woods bagot architects focus labs = meeting = learning population : 450 students, staff n/a specialised focus labs staff meeting common = 2 2 building area : 18.4m per student - 8300 m total group learning building cost : $1686/m 2 - $14.0mil total project cost year levels : 10, 11, 12

computer labs, formal presentation, + quiet or specialist meeting spaces project space + wet areas areas for for various concentrated study sized groups central atrium = + breakout space focus labs collaboration incubator

presentation store

teacher + prep learning learning multi-modal learning seminar display space common common setting conducive store focus labs to group work, project discussions teacher meeting teacher informal and collaborative prep prep meeting + meeting individual pod

central atrium

presentation

opportunity for informal meeting, discussion or display of 4.02 project work ground floor plan case study 02 . mawson lakes school [sa]

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

Utilising a variety of on site “learn for a full life” Individually and flexibly planned, Four main single storey flexible Strengths: neighbourhood learning centres or facilitated and managed learning learning spaces [family units] hubs that are technologically linked “learn how to learn” program. accessible from a covered spine to - Connection to outdoor spaces to maximise student learning. the west and abutting the eastern - Visible ESD design elements “develop higher order thinking skills” Access to a range of collaborative street boundary - Emphasis on life-long learning Complementing the services of and supportive processes to - Connection to other institutions and DETE [e.g. School of the Future, “ develop the confidence and support their learning and facilitate Varying bays and windows … wider community Open Access College, the Australian skills to use advanced learning the development of their social, are primarily places of retreat and - IT and wireless networks Science and Mathematics School, technologies” emotional, physical, cognitive and small groupings to students within, - Individual identity for ‘family units’ etc] and the directions of State creative needs [i.e. development of providing them with unique windows Government [e.g. economic “develop an enterprising learning the whole student] to the world for outlook and display Weaknesses: development, export of education community culture” services and products] Be amplified, extended and Solar and Thermal ventilation Create a community where learning transformed through the use of chimneys express the importance of Expanding its curriculum offerings is available for everyone, at any time, learning technologies. sensitive environmental design. through national and international and in any place. links utilising online technologies. Have online access to a wide Each unit has its own directly Optimal use of advanced information range of national and international accessible courtyard which in turn Use of advanced ICT and communication technologies. educational opportunities. links to the open space going down to the creek Creating a Sustainable and Energy Contribute to the economic Be a part of a community in which Efficient Environment sustainability of Mawson Lakes and learning becomes an integral part of Various landscape zones encourage become a catalyst and a conduit for everyday activity different types of play Developing a greater understanding the creation of a community, which of Aboriginal Heritage and Culture continuously seeks to improve itself Be able to learn independently, The students… emphasised the of the Kaurna Plains People the and the lifestyle of its members. interdependently and collaboratively importance of natural ventilation, traditional owners of the land in a local, national and international accessibility to outdoors,

context as appropriate. environmental concerns and the need School Vision, 2000 Mawson Lakes http://www.mawsonlakes.sa.edu.au/index.html Australia November/December 2004 p76-77 Architecture http://www.architecture.com.au/awards_search?option=showaward&entryno=20045012 for different types of play spaces. 4.03 case study 02 . mawson lakes school constructed : 2002 location : mawson lakes, south australia courtyard = staff areas = architect : mgt canberra + russell & yelland population : 360 students, 28 staff outdoor room collaboration incubator building area : 6.7m 2 per student - 2350 m 2 total building cost : $2021/m 2 - $4.75mil total year levels : pre-school – yr 7

outdoor rooms for + group gathering, resources, supply + store informal learning and socialising

family group = collaboration zones administration and resources project space + wet areas kiosk hardplay

+ covered walkway focus zones =

group learning specialised focus labs courtyard courtyard

family family family family group group group group +

student home base computer labs + courtyard courtyard quiet specialist areas for concentrated study floor plan

multi-modal learning settings with flexible partitions and integral wet areas 4.04 cross section case study 03 . canning vale high school [wa]

Implementation of bold shared vision Empowering children to view the Learning will be personalised for Collaborative design/planning strengths: statement: ‘putting children first’ world critically, to think and act every student, designed to nurture process and community consultation independently, cooperatively and mind, body spirit. resultant in the organic development Integrated and responsive design and Collaborative community design responsibly. of the brief. strategic educational development of generation process that involved the Development of a curriculum project. formulation of ten key principles for Develops and offers an environment framework to supplement prescribed Development of a range of the schools planning process. structure on a shared philosophy curriculum and syllabus by idiosyncratic design elements to Use of urban or masterplanning of fundamental values, beliefs and identifying common learning encourage “unprogrammed” learning design guidelines to formulate a Development of a ‘town centre’ curriculum engendering young outcomes for students. opportunities, and cross-curricular school design. model of schooling: commons block adolescents to explore themselves collaboration. and periphery within the school and their place within the world. Learning will be authentic with a Development of inclusive learning become the school heart. significant project-based orientation School architecture to allow end user outcomes and objectives which Flexible learning spaces provide and workplace relationship bent. various modes of customisation of implement guidance for the referred maximum scope for flexible learning learning spaces. It should not limit curriculum framework. styles. Combining teams of teachers and users, rather empower and stimulate students within a learning cluster the learning process. Implementation of cluster or The learning centre will provide a enables curriculum deliver to neighbourhood based flexible new centre of community. be learner centred and focussed Seamless transitions between learning models with additional towards the interests and concerns of indoor and outdoor space that reflect informal learning settings. participants. the preservation and focus of the environment within the school. Teaching programs that respond to local needs and circumstances, Circulation spaces that integrate enabling greater student ownership, socialising, student display and large relevance and interest within their group meetings. learning. Neighbourhoods with individual

Establishment of non-discriminatory identities as clusters of ‘family’ 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/ learning outcomes based learning learning groups, along a learning focus. Educational inputs are being street. replaced by schooling results. 4.05 case study 03 . canning vale high school constructed : 2002 corroboree = location : perth, western australia meeting architect : spowers architects population : 1200 students, n/a staff building area : 11.34m 2 per student - 13605 m 2 total 2 corroboree building cost : $2050/m - $27.9mil total approx meeting year levels : 8-12 learning neighbourhood discussion + meeting spaces backyard street for various learning = sized groups

outdoor room learning

learning neighbourhood = outdoor room for group learning group gathering backyard learning or socialising

multipurpose studio + multipurpose corroboree student home base studio = meeting learning specialised focus labs neighbourhood

+ open plan space wet area + project space enabling clusters of multi-modal lecture learning settings

area for activity based project work or specialist 4.06 learning site plan middle school building floor plan Innovations 7/2/05 10:47 AM

Department Of Education

Innovationscase study 04 . reece high school [tas]

theme 1 theme 2 theme 3 theme 4 theme 5 The newly built Reece High School has been designed to create an innovative context of the project in educational philosophy specific proposed key planning + design evaluation of strengths & learningrelation toenvironment state, school orto complement the school's newpedagogical project-bas activitiesed approach features weaknesses todiscipline learning. trends in teaching and learning

Lessons From Tasmania, Section 3 7/2/05 10:41 AM

New philosophy of school School’s vision of fostering a ‘love A challenging, relevant and coherent Variety of spaces and sizes to reflect strengths: development; the first within of learning…through an integrated curriculum, with delivery composed different learning modalities; School Architecture Design Awards 2003 | Feature Articles | TasmaniaInnovative School to Designs embody | Site Searcha truly | E-News | Membershipproject-based curriculum’. of three elements; communication, Implementation of flexible learning About DesignShare | ArchitectsTocollaborative| Planners Enhance| Links process| Contact Learning| Copyright within| Homeschool integration and personal learning. Enhanced flexibility (operable walls, directives to both school curriculum Building the Future: Lessonsplanning. From Tasmania Fulfil learning ambitions of all internal glass and inter-connectivity and building facilities design. Section 3 Interactive Whiteboard Trialcommunity members, realising Project based learning, problem of adjacent spaces) Promote a culture of, and learning asset potential of these solving and practical application Student centred learning approach; What is it about this school so far away that we in the United States can learn from? Here are some ideas that are fully transferable: commitment to life long education members and benefits to student of knowledge and skills. Expansion Provision of project learning workstation base for individual with a community focus. development. towards individualised learning areas and individual workstations; students and flexible teaching styles. Collaborative planning. Start every project with a collaborative planning process thatthat focuses less on plans. individual space “ownership” - eg a the building and more on the desires and aspirations of the school and community.Recognition of advancements in ICT Treatment of the school as a free, workstation for each student in Grade Integration of community with school Benchmarking. Make sure that as many decisions as possible are made in the context of what has already worked well elsewhere. andIf there ecological is a building practices creative and enterprising expression Incorporate diversity and flexibility to 9 and 10; programs that goes beyond facilities readiness for openness, don't stop there. Extend these ideas and forge new groundand if they their seem integration Reece students within with educationa wireless of learning community. curriculum through multiple teaching sharing. reasonable within the context ofsettings. the school beingbeing laptop computer lab on wheels and learning spaces and delivery Maximizing use of natural light and created. Planning well and early. Bring in your planner and archit ect as early in the process as Develop as an information rich methods. ventilation and acoustic control; Initiatives harnessed from state possible. Don't wait to have a fully worked-out "program" or "educational specifications" before hiring these professionals. At Reece, the architects threw out everything they knew learning community combining strategic direction change of about schools and focused, instead, on the things that would give the community what it needed. current and futuristic ICT resources Emphasis of the social dimensions Innovative information resource education planning need to be Creating flexible buildings. Reece came in within with effective learning objectives. and responsibility of learning through centre incorporating online learning further implemented with this budget because a decision was made early that many formal and informal means. and vocational education and further school forming new benchmarking areas of the building would serve multiple uses. This Foster stronger links between the education resource information; parameters for other developments. precluded the need for some of the dedicated spaces we school and the broader community; Community ‘peer’ tutoring and see in U.S. schools. Flexibility is good because promote students as both teachers stimulated interaction. Community access facilities, eg Successful implementation of ICT. curricula change. Today and School Architecture into the future, Reece's use and mentors to community groups performing arts/catering complex; is limited only by the imagination of the teachers and develop partnerships with local Innovative furniture and equipment weaknesses: February 4, 2004 and students. A wireless laptop class in session. At Reece, all rooms are Leveraging technologytechnology to potential “computer labs” business and industry. with the flexibility to re-configure; improve learning. Ubiquitous computing is not only about giving students access to technology anytime and anywhere, Further exploration of outdoor but also about creating places where that technology can be used. A school designed with Seamless ICT provision supporting learning environments could be this concept in mind will have few wasted spaces because all places within the school are potential

“anywhere/anytime learning” developed. 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, "learning areas." Recognizing the physical, social, and emotional including a central ICT-rich focal dimensions of learning. Good school design is not only about translating a "program," but about facility and de-centralized wireless imbuing spaces with a quality called "usability." That means creating areas on the school campus and cabled systems. 4.07 that are welcoming, cheerful, daylit, and Students now have individual workstations that they can http://www.designshare.com/Research/Nair/LessonsTasmania/LessonsTasmania3.asp Page 1 of 2 Architects Glenn Smith and Associates worked in conjunction with internationally renowned education architect Prakash Nair from the United States of America to design a school which reflects 21st century learning approaches.

An article on the design of Reece High School has been published in American Education Week, February 2004 http://www.reece.tased.edu.au/inovative.htm#architec Page 1 of 4 case study 04 . reece high school constructed : completed november 2002 location : devenport, tasmania staff areas = circulation = principal architect : glenn smith + assoc with prakash nair staff meeting breakout space work area = population : 600 students, 42 staff group learning building area : n/a m 2 building cost : $9.775 mil approx year levels : 7 - 10 + + +

resources, supply + store individual pod presentation space

+ project studio preparation zones student home base = and resources opportunity for

focus or specialist labs informal meeting or discussion building 7 floor plan [nts] multi-modal learning setting for project studio general group work, + 9-10 principal project space + wet areas work area presentations and 9-10 principal student individual work area home base

+ lobby project based collaboration circulation + breakout spaces

9-10 principal work area

staff project specific project studio project studio small group activities and 4.08 discussion building 1 floor plan case study 05 . copperfield college junior campus [vic]

This is a third campus for Team approach where year 7 to 9 Teachers work in middle years teams Each team space is totally strengths: Copperfield, built in one of students are grouped with a team of with up to 200 years 7 to 9 students. independent. Melbourne’s outer west growth areas. cross KLA teachers for their time in Strong sense of belonging, identity the middle school. There are a mixture of flexible spaces Each has a group of 6 GPC spaces, and loyalty for students in each team The design was carried out during the which allows for less traditional a junior Science froom, Technology Middle Years of Schooling Research Teachers have developed integrated teaching approaches such as space, Art space and ICT pods. Team toilets work well as an and Development program – based approaches to learning which team teaching, small group, ICT antibullying strategy, as does the on the Hill and Crevola research best suit the learning needs of the integration. Four of the GPCs are ‘double glass – safety and security and a key reform strategy at state students. classrooms’. government level. Emphasis on the teacher student The team office fosters informal School’s strong belief, based on relationship as a precursor for Each team has their own team office, discussion amongst teachers At the Kings Park campus there was research and extensive experience optimal learning – the teachers know internal toilets, interview space and considerable research into Middle is that this structure is the best way the students, and increasingly their internal locker spaces. Sense of ownership of the design Years reform, both pedagogy and to address the middle stages of families as well. This includes their amongst the staff and school structural. schooling. individual learning needs. The design is open, glass used to community through research and allow supervision and security. inclusive design process. Local building projects adapted Large size of school and rapid growth Emphasis on inquiry based learning existing space to facilitate the new means that sound pedagogy and Building orientation and natural light structure and year 10 was moved appropriate structures need to be in to the senior campus. This lead place. Weaknesses: to a design brief for the Sydenham campus based on philosophy and As a multicampus school, we Internal lockers are higher than the middle years principles. are committed to two year 7 to 9 optimum height of windows into campuses and one year 10 to 12 corridors. campus. 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 4.09 computer rooms. case study 05 . copper field college junior campus constructed : 2004 location : community hub sydenham architect : patrick ar chitects population : students, staff seminar area = building area : n/a m 2 group learning courtyard building cost : $11.0 mil approx year levels : 7 - 9

+ courtyard = informal presentation outdoor room seminar group work= seminar seminar specialised focus labs +

student home base outdoor rooms for seminar + group work presentation group gathering, wet area + project space informal learning and socialising

learning setting area for activity for general group based project work staff areas = learning, informal or specialist staff meeting presentations and learning discussion

existing gym

resources, supply + store

preparation zones and resources 4.10 case study 06 . the big rug school [uk]

‘The Big Rug School’ operates as Flexible spaces for individually Development of formal and informal Sustainable school for both the strengths: a woven textile of integration of directed ‘life-long’ learning curriculum community resources, composed pupils, community and staff with throughout the school for both as a classroom use block and Connection to outdoor landscaped the landscape, local conditions and children and adults. Use of the external environment as an community block, with central spaces and the environment beyond collective aspirations. educational tool through connections divisionary individualistic identity Inclusivity to the ‘natural world’. ‘pods’ Interaction of school hours and out- Ecologically sustainable, low energy of-hours ideals school buildings, emphasising Flexibility in teaching formats and Accessible, adaptive and integrated design and construction efficiencies spatial/furniture arrangements. external and internal environments, weaknesses: and technology advancements. focussing on both as spaces for Involving the entire community in the learning. Classroom design may not provide life of the school sufficient flexibility of spaces Inviting, de-institutionalised learning Encouraging lifelong learning; spaces, preferring rather flexible learning forums. ICT integration A modular format of spaces remains Traditional delivery method of distinct within the design proposal teaching being employed, 90% of which incorporates a strong factory learning conducted in classrooms, pre-fabrication off-site philosophy. with break out individual learning pods/resource, ICT and library Use of low-tech strategies, spaces. embodying low energy, ecologically sustainable design: ventilation Sequential spaces inviting informal chimneys, double skin walls, day- learning, passage, rest and sensory lighting controls through use of solar engagement. blinds, energy efficient artificial

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

4.11 case study 06 . the big rug school outdoor activity circulation = constructed : not built space = breakout space location : uk - theoretical site outdoor room architect : sarah wiggleswoth population : 420 students + 26 nursery students building area : 2244 m 2 building cost : GB4.052 mil approx year levels : prep - 7 + outdoor room for resources, supply + store group gathering or socialising

breakout space + resources provision classroom =

student home base

creative space classroom classroom classroom classroom classroom classroom IT suite =

specialist focus space +

presentation

classroom outdoor activity space creative space + + project space + wet areas IT suite group learning

focus spaces for project specific main hall specialist activity small group activities and discussion 4.12 floor plan case study 07 . tight urban site . school design [uk]

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

Continually evolving teaching styles http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/exemplars/secondary/alsop/ http://www.alsoparchitects.com/ and technological advancements enabled by spatial layouts with adjustable partitions. 4.13 case study 07 . tight urban site . school design constructed : not built location : uk - theoretical urban site architect : alsop architects ‘the test bed’ = population : 1150 students [sixth form 2500 specialised focus labs building area : 10167 m 2 building cost : GB16.489 mil approx year levels : 8 - 12 specialist activity based work

‘bookcase’ classrooms = ‘the test bed’ student home base the atrium = breakout space

‘the atrium’

+ + presentation ‘the bookcase’ individual pod space

+ ground floor plan +

group learning display space

informal gathering, flexible group socialising with spaces with provision of small opportunity to open group pods and out onto circulation resources

4.14 longditudinal section case study 08 . school of environmental studies [minnesota]

Environmental Studies Specific Interdisciplinary thematic curriculum: Active, experiential, access to Fit the building to the academic strengths: School located in a regional setting, students shape their needs and advanced ICT empowered learning program: resolution of the school’s adjacent the Minnesota Zoo. interest to focus their education where traditional disciplines are pedagogy and curriculum intents Integration and recognition of to environmental studies, through integrated towards the study of the prior to consultation of architects. pragmatic ‘real-world’ experience Strong environmental sustainability thematic learning experiences. environment. and benefits to flexible learning concepts used within building Exposed architecture, using the outcomes and students’ curriculum. design, to be used as a teaching Authentic ‘real-world’ project based Students to act as workers, teachers building as a teaching tool to mechanism. learning through collaborative maintaining a less central role. demonstrate how architect’s work Use of building envelope as an partnerships with industry, with materials and the environment. ecological teaching driver. Discipline specific learning and community, other institutions, Flexible learning with an focus oriented school in later years government and primarily the environmental focus: in-depth, Flexible, permeable and open Development of specialist education of education, serving as precursory to Minnesota Zoo. interdisciplinary research using learning spaces of varying scales, stream schooling, focus orientated further studies. innovative technology that results in both within built forms and the to future personal and career Self-perpetuating learners, who practical applications. external environment. development of students. .html accept the responsibility of the afforded latitude to their education, Coherent structured curriculum and Design of building envelope provides Weaknesses to navigate their own learning and instruction principles, modelling direct visual connections to the ‘field’ identification of resources within the informed thought and decision Partial implementation of flexible global community. making through enhanced student Promote sensory elements of identity spatial learning arrangements, needs and directed educational and community through unique adaptive or re-configurable internal Encourage sustainable environment opportunities. building form. spaces can only form part of a actions. flexible learning space. Removal of the traditional classroom Adaptive learning spaces for unique Promote collaborative relationships arrangements by transposing learning experiences, within clusters Discussion of a lottery draw for among students and staff, fostering the education setting within the for student learning, common student places impinges the active student learning to their individual environment. workspaces and flexible use rooms. learning of those who strongly desire capabilities. to attend the school and is reflective

Students should be able to move in pedagogic intents and strategies. 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 http://www.glef.org/redesigning/intro.html http://glef.org/redesigning/html/zoo.html http://newdesigns.oregonstate.edu/updates/environmental_studies/section04.html Develop active, environmentally about, with the development of a informed, self-perpetuating learners central location; ‘everyone’s group, and citizens connected with the local everyone’s house’ 4.15 and global community. case study 08 . school of environmental studies constructed : 1995 location : apple valley, minnesota architect : HGA architects population : 440 students, 20 staff laboratory = building area : 14.35m 2 per student - 6317 m 2 total specialised focus labs building cost : US$857.9/m 2 - US$5.775 mil year levels : 10 - 12

computer labs + quiet specialist areas for concentrated study laboratory classroom = classroom classroom laboratory student home base laboratory resource resource resources = classroom specialised focus labs classroom resource + resource laboratory project space + wet areas +

project space + wet areas

project based collaboration

central resource areas with opportunity for informal discussion project specific in small groups small group activities and discussion 4.16 conceptual floor plan