Good Design + Education 1

The Office of the Victorian Government Architect provides leadership and strategic advice to the government about architecture and urban design.

The Office of the Victorian Government Architect supports the Department of Education and Training with advisory initiatives, including the design review of new schools, collaborative workshops, design quality teams, desk top reviews and input on briefs. Good design plays an essential role in enabling high-quality education environments that support the learning needs of every student. Our aim is to encourage awareness of the importance of good design to the quality of educational environments for students 02 and staff. The primary audience includes those working on education projects in state government departments and Aspects of design and environmental conditions that impact on learning in local government. include noise, temperature, seasonal variation, humidity, air quality, ventilation, air flow, thermal comfort, 01 building age, quality and aesthetics, natural and artificial lighting, school size and class size. There is strong evidence that the quality of a school building and the open space around it can have a profoundly positive impact on student concentration, attendance and educational outcomes.

Spaces that support students learning from each other and through their own self-directed activities are vital to contemporary learning. In addition, a well-designed school provides a better workplace environment for teachers by contributing to recruitment, staff productivity, retention, morale and reduced This publication is the sixth in a series that is helping to raise awareness absenteeism (Zimring et al. 2008). of good design and promoting discussion supporting its benefits and Schools should be designed as value. The publication has been developed by the Office of the Victorian welcoming, safe and stimulating Government Architect together with the Department of Education and environments to complement their role Training. It highlights key design principles and outlines some effective to nurture students, support staff and approaches to achieve good design. foster local community identity. School Learning is determined by effective teachers and motivated students, but environments include not only social, increasing evidence demonstrates that students’ learning outcomes are cultural and physical aspects, but also related to the quality of learning spaces and building performance. natural, built and virtual environments.

Cover 01 02 Camberwell High School Enterprise Centre Birralee Primary School, Doncaster Mac Roberston Girls School, Albert Park Architect: Hayball Architect: Kerstin Thompson Architects Architect: Seabrook and Fildes Photography: Dianna Snape Landscape: Simon Ellis. Photography: Derek Swalwell Photography: Peter Bennetts 2

Building quality and lifecycle Community vision, Masterplan integration and school culture Over the life of a school, evidence shows An important starting point for any that bad design ends up costing money, The link between the built environment school is the design of a masterplan. for example through higher maintenance and learning outcomes relies on teacher– A masterplan provides the spatial costs, while good design is cheaper in student relationships, the quality of the framework for an educational the longer term and adds real value. built and natural spaces and the school environment fully aligned with a Good design can increase the value for culture. If learning spaces are designed school’s mission and opportunities and money that school buildings provide to support physical, intellectual and constraints arising from its site. It helps across their whole life. Well-designed emotional wellbeing then there are coordinate diverse considerations into school buildings are cost-effective and benefits for students and teachers. a strategic long-term plan for facilities. provide a long-term community asset. Schools at their best function as the A masterplan helps provide for staged Participatory pedagogy centre of the community and offer delivery that is reliant on future funding, the opportunity to share facilities. helps integration with community Contemporary education is no longer Many schools and communities work facilities and helps deal with potential based on a ‘chalk and talk’ teaching together to share library facilities, changes in student numbers. It informs method that is carried out in a sporting facilities, meeting spaces, the outdoor spaces between buildings traditional classroom. Contemporary performance spaces, holiday programs, and the linkages and opportunities learning requires a variety of settings, and co-location of early learning beyond the school. technology and opportunities for centres and before and after-school interaction. New learning spaces need programs on school grounds. Close links to be flexible, both pedagogically and between a school and its community physically, to ensure that teachers can enhance student learning, public can refine their approach and use An enduring legacy safety, health and economic wellbeing. ―― information and communication Interconnectivity between the school of any government is technologies (ICT). Successful and community can assist in culturally collaboration relies on appropriately the quality of school diverse and disadvantaged areas. designed physical spaces and buildings that it delivers consideration of their interrelationship. Schools are one of the few types of public building still being built in new Innovative approaches to pedagogy communities. They help set the urban are successful when the school structure, create legibility and provide community, teachers and students a landmark in the landscape. Good prepare for them before new urban design integrates schools with buildings and spaces are designed. surrounding communities through Input from students and educators careful consideration of building is necessary to initiate innovative form and scale; the location of access pedagogies and support contemporary routes and surrounding infrastructure; student learning in the design of new and by considering the co-location buildings and spaces. Pedagogical of related uses and activities. change requires time and teachers need to be given the professional skills,

resources and tools to benefit from 03 good design and change their practices.

―― Each school belongs to a unique place and community

03 Dandenong High School, Dandenong Architect: Hayball Landscape Architect: Outlines Landscape Architect Photography: Peter Clarke 3

A collaborative brief 04 A carefully conceived, documented and thoroughly reviewed project brief is the most critical driver leading to high-quality design. The brief must outline the objectives and needs of the project, setting the design ambitions without prescribing a solution.

Ideally the brief is developed collaboratively between the design team, education policy makers, educators and students so that underlying assumptions throughout the design and development process are challenged. Schools that are developed in a collaborative partnership create better communities and more engaged students.

Procurement of design services and buildings Internal learning spaces

The procurement of a well-designed All learning spaces should inspire It is important that learning school starts with the appointment students and promote learning as an environments are designed for all of a quality design and project team. activity. They support both collaboration students and teachers using universal Design teams are generally selected and personalised learning. design principles. Universal design through expressions of interest (EOI) and recognizes that there is a wide Studies have found that the quality requests for proposal (RFP). The design spectrum of human abilities, including of educational environments has a team includes architects, landscape physical, perceptual and cognitive profound effect on the performance, architects and specialist consultants, abilities as well as there being different health, safety, self-esteem and wellbeing such as heritage architects. ages, body sizes and shapes. of students (Kube 2006). Learning spaces Procurement methods have a significant and settings should be designed to The design, flexibility, function and impact on the quality of the final cater for a range of learning styles and quality of furniture is another crucial building and its operation. Education group sizes. They should include areas factor in achieving pedagogical aims. projects are more commonly procured for: collaboration and incubating ideas, It is important the designer is involved using a traditional lump-sum contract. group learning, presentation, specialised in the selection of furniture to ensure While good design can be achieved with focus labs , project space and wet areas , the learning spaces achieve their all procurement methods, some make display areas, student breakout, teacher intended purpose. Furniture can help it seriously challenging unless potential meetings , reflective and quiet spaces , transform open flexible learning spaces threats to design quality are understood individual student home bases. and should be able to be moved by and managed. staff and students to optimise learning A key challenge is to design with and opportunities. integrate existing 19th and 20th century ‘Where the physical buildings and to ensure ageing school The choice of colour in learning areas environment is purposefully facilities remain viable. For example, a can help students and teachers to new design may need to alter existing stay focused, and can affect students’ designed to support structure to allow for new learning attention spans, eyestrain, work particular values and spaces and widening existing corridors productivity and accuracy. A school’s spaces. Design opportunities can also overall colour scheme should: beliefs it can become arise in delivering new forms of schools — support the function of the building such as ‘vertical schools’ that provide a “teacher” in itself.’ and the tasks that are carried out in it landmarks and offer legibility in the — complement the display of student community, capture views, ensure work Mary Featherston cross-ventilation, increase activity levels — create positive emotional and Purposeful Design for Learning with stairs, encourage interaction and physiological effects. – the New Pedagogy protect ground-floor play areas.

04 Camberwell High School Enterprise Centre Architect: Hayball Photography: Dianna Snape 4

External learning environment 05 Good design in a school’s outdoor areas can support pedagogy through providing an extension of the indoor learning environment. Play as pedagogy is important as it influences the child’s social, physical and cognitive skills. In primary schools it is important that a variety of spaces and activities encourage creative play. While fixed modular equipment has its place, moveable elements and loose materials are more effective in encouraging creative play. In secondary schools it is important that there is sufficient space for both genders 06 and that it is supported by teacher supervision, adequate seating, equipment and materials.

Students learn best when they are immersed in their immediate environment and are using all five senses. The careful design of outdoor learning spaces can instill an appreciation of the natural environment and bring about sensory, health and aesthetic benefits.

Well-designed landscapes can improve the functionality, durability and flexibility of open spaces, the thermal performance of buildings and offer shade and shelter in playgrounds.

'Contact with nature is vitally important in Important considerations include: — conserving and respecting the natural vegetation, children’s physical and mental development, topography, ecology and heritage of the site and integrated outdoor educational areas can — evaluating the main entry points, nodes, linkages and gateways for students and the local measurably enhance learning opportunities.’ community — integrating the expertise of a landscape architect Australian Institute of Landscape Architects in the masterplanning or site planning process School landscapes national policy statement as early as possible so the key assets of the site are celebrated; and a hierarchy of open space is established to provide functional, flexible and durable landscapes to support positive learning 07 environments — designing the spaces between buildings to foster various modes of recreation, gathering and socialisingestablishing a consistent design intent between the architecture and the landscape — demonstrating sustainable land management practices and landscape design that reflects the indigenous history of an area — providing high-quality furniture in configurations that can support outdoor teaching — integrating interpretive and educational opportunities within the landscape to facilitate active and passive outdoor learning — providing ongoing maintenance of outdoor areas

05 06 07 Horsham Special School, Horsham Birralee Primary School, Doncaster Indigenous Cultural Centre, Bentleigh Architect: Kneeler Design Architects Architect: Kerstin Thompson Architects Architect: dwp|suters Landscape Architect: Mary Jeavons Landscape Landscape consultant: Simon Ellis Landscape Architect: Wallbrink Landscape Architecture Architects. Photography: Silvi Glattaue Photography: Derek Swalwell Photography: Emma Cross 5

Future innovation

The design of inspiring buildings requires an ability to adapt to The paradox is that while relocatables are intended to be educational and technological change. ICT can give schools the temporary, they often come to be semi-permanent or option of teaching children as individuals, in small groups and permanent within school grounds. The immediate challenge for in large groups, and offer electronic links to other schools and the placement of relocatables is to ensure they are integrated facilities. This relies upon designing spaces in schools that are with the school’s masterplan. flexible and will facilitate various patterns of group working. A considered design response might envisage a range of The inevitable evolution of ICT will require future-proofed possibilities – a relocatable may enclose a courtyard, act as spaces and flexibility in classroom design to support teaching. an extension of the permanent buildings or assist to define ICT can help to engage students, enhance personalised the edges of play spaces. Good design and master planning learning, develop technological literacy and promote ensure that such elements are considered part of the overall inclusivity. High-speed internet access helps students to test design proposition rather than as merely utilitarian and thus and share their learning on a global scale. marginalised on site.

Relocatables Post-occupancy evaluation

In education, the reliance on relocatables presents A post-occupancy evaluation is crucial to encouraging challenges and opportunities for innovation. Relocatables good educational outcomes. It can identify successes and make up a significant component of school infrastructure weaknesses as well as providing benchmarks to inform and accommodate a quarter to a third of students in some future projects. Australian states. A post-occupancy evaluation is a formal evaluation process While they allow for shifting demographics, changing school where information is accurately recorded to produce an size, natural disasters, changing pedagogy and accommodation objective impression of the project and its design outcomes. in remote locations, they also need to be carefully considered The evaluation should have a clear and specific goal. This and designed. The ‘Future-proofing schools design ideas may include delivery outcomes, safety and comfort, and competition’ in 2011 highlighted innovative solutions in the operational performance data, as well as informing future prefabrication, design and use of relocatables. procurement methods for project delivery and their impact on design outcomes ―― It is where children learn that matters, as much as what they learn

08 ‘Schools should be designed with the student at the centre of every decision. Spaces should enable teachers, communities, curriculum and technology to come together as an integrated whole to meet the needs of all students in a flexible and sustainable way.’

Chris Keating, Executive Director Infrastructure and Finance Service Group, Department of Education and Training

08 Dandenong High School, Dandenong Architect: Hayball Landscape Architect: Outlines Landscape Architect Photography: Peter Clarke 6

Key Steps — What to do 1. Establish the design vision with the community. 'Perhaps the most influential settings in a Each school is unique in terms of place, people, child’s development are the places where climate and philosophy. they learn – schools, outdoor spaces and 2. Support the school to agree to their pedagogical approach/philosophy to inform the design and learn places of informal learning. Creating healthy from other school models. and vibrant learning environments can have 3. Prepare a strong brief with clear design objectives. both physical and psychological benefits 4. Have a good procurement process to appoint and can also function as sources of learning the best designers, not just the familiar. Provide opportunities for emerging practices. Be aware that themselves – architecture as pedagogy about the procurement strategy will affect the design and living sustainably within our environment.’ define processes to protect design intent and quality.

5. Allow time for design and for participation in site Professor Laura Lee planning and masterplanning within a design-led An integrated design strategy for South Australia: building the future process.

6. Engage students and educators to achieve design 09 integration.

7. Allow for change in principal and staff, educational approach and information technology by embedding a design intent document.

8. Design to reduce long-term maintenance costs and environmental impacts.

9. Create a separate budget for the end of the project to allow adaptations as students and teachers start to use the building.

10. Support teachers to use the new spaces.

11. Always complete a post-occupancy evaluation and continue to adapt the environment – things will 09 continue to change. Dallas Brooks Community Primary School, Dallas Architect: McBride Charles Ryan 12. Protect the budget for implementing landscape works Landscape Architect: Outlines Landscape Architect and an ongoing maintenance program. Photography: John Gollings

References

Atkin J 2011, ‘Transforming spaces for Education Policy and Research Division Kube T 2006, ‘Students and buildings – the Westwell, M 2013, When the educational learning’, in Designing for education: DEECD, State Government of Victoria, vital link’, Teacher Magazine, November, neuroscience meets the Australian compendium of exemplary educational Melbourne.Department of Education Australian Council for Educational curriculum: a strategic approach facilities, OECD CELE, p. 26. and Early Childhood Development 2008, Research, Camberwell. pp. 6–8. to teaching and learning, Australian Victorian school design guide, State Council for Educational Research, Australian Institute of Landscape Lee, L 2011, An integrated design strategy Government of Victoria, Melbourne. Research Conference 2013. Architects 2010, School landscapes for South Australia - building the future, national policy statement. Dudek M 2000, Architecture of schools: Department of the Premier and Cabinet, Zimring CM, Augenbroe GL, Manone the new learning environments, Adelaide Thinkers in Residence, 2010. EB and Sadler BL 2008, Implementing CABE 2010, Creating excellent primary Architectural Press, Woburn, MA. p. 13. healthcare excellence: the vital role of schools: a guide for clients. Newton and Fisher 2009, Take 8 learning the CEO in evidence-based design, The Hattie J 2009, Visible learning: a spaces: the transformation of educational CABE 2010, Creating excellent secondary Centre for Health Design, Concord CA. synthesis of over 800 meta-analyses spaces for the 21st century, Australian schools: a guide for clients. relating to achievement, Routledge. Institute of Architects, Manuka, Australia. Zyngier, D 2014, Class size and Department of Education and Early academic results, with a focus on Hayball Architects 2013, Exchange, Collabo- Rinaldi, C 2013, Re-Imagining Childhood Childhood Development 2011, Research children from culturally, linguistically ration, Convergence, Conversations. P. 41. – The inspiration of Reggio Emilia education into the connection between built and economically disenfranchised principles in South Australia, Department learning spaces and student outcomes. Jensen B 2014, Turning around schools: communities, Monash Univeristy. of the Premier and Cabinet, Adelaide Literature review paper no. 22. it can be done, Grattan Institute. Thinkers in Residence, 2012-2013. 7

Good Design Principles + Value

Identity and context Pedagogy Related websites Designing a school of which the students, Engaging the school community, Department of Education educators and community can be proud educators and students in the design and Training and which also enhances neighbourhood process www.education.vic.gov.au amenity and urban structure Inspiring spaces Council of Education Site plan Beyond function, architecture should Facility Planners International (CEFPI) Making the best use of the site’s natural excite the imagination and create spaces www.cefpi.org.au and physical features, views and edges that are: engaging, diverse and inclusive; culturally rich and poetic; and a great Learning Environments Landscape place to be Applied Research Network (LEaRN) Making outdoor spaces assets for www.learnetwork.edu.au learning, diverse in use and function, Feeling safe age-appropriate and implementing a Creating a secure and welcoming place Australian Institute of Architects landscape strategy that allows for larger www.architecture.com.au Universal design trees to be established early followed by Designing an inclusive built environment Sustainability Victoria input from the school community www.sustainability.vic.gov.au Long life, loose fit Masterplan Designing for whole-of-life, creating a Green Building Council of Australia Creating a clear hierarchy for the school that can adapt and evolve in the www.gbca.org.au buildings and spaces between and future, integrate community use and is capturing opportunities beyond the Commission for Architecture flexible in structure and plan site boundary and the Built Environment (CABE), UK Ecological sustainability www.designcouncil.org.uk Buildings Designing for environmental, social /our-services/built-environment Making form, mass and appearance and economic sustainability, efficient work together lifecycle, maintenance cost and Interiors resource usage Creating excellent spaces for learning Successful whole and teaching Making a design that works in the round and for interstitial spaces

10 11 Accessibility This document is also available in PDF form on the internet at: www.ovga.vic.gov.au

The Office of the Victorian Government Architect Old Treasury Building Level 2, 20 Spring Street, Melbourne VIC 3002 PO Box 4912 Melbourne VIC 3001 +61 3 9651 6583 www.ovga.vic.gov.au

10 11 North Melbourne Primary School, North Melbourne Birralee Primary School, Doncaster Architect: Workshop Architecture Architect: Kerstin Thompson Architects Photography: John Gollings Photography: Derek Swalwell