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CEFPI Awards Excellence in Educational Design

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CEFPI Awards Excellence in Educational Design buildings and grounds Western Autistic School, Laverton Victoria Hede Architects CEFPI awards excellence in educational design wo juries were needed this year to assess more than 90 entries in the four categories Tof the 2011 Educational Facilities Awards. Members of the jury panels were educators, architects and project managers. Now in its third year, the awards have become a highlight of the Australasian regional annual conference of the Council of Education Facility Planners International (CEFPI), held in July at the Sydney Convention and Exhibition Centre. Now in its 12th year of operation, the Australasian region of CEFPI has grown to over 400 members. Membership is open to anyone who is interested in improving the educational environment for students. Architects, engineers, educators, furniture manufacturers, project managers, facility managers are all represented in the membership. “Our growth represents increasing interest by the educational community in the aff ect of the physical environment upon student learning,” said Janet Mattiske, Awards Committee Chair. “Th e awards program is a vital part of the country and indeed, in Singapore and New Winners in each category are supported conference for members to appreciate what Zealand as well. Th is cross-fertilisation of ideas by the Australasian Region to enter the is being designed and built right across the is enriching for our profession.” International Awards Program which will be 30 Education Today – Term 3 2011 Kororoit Creek Primary School, Burnside Heights Victoria Architects: Hayball & Gray Puksand Architects in Association run in conjunction with the CEFPI International teacher training facility for the Western Region Conference Nashville, Tennessee in September. of Victoria. movement to mainstream settings and therefore “From previous international conferences Th e use of internal wall shapes to guide has amenities blocks outside the learning areas and discussions with our international members, and assist students, colour to distinguish to more closely resemble that of a mainstream it is clear that our Australian Schools stand student groupings and diff erent learning spaces school. out in the international areana for innovative within the class pods, internal courtyards and Th e learning spaces within the pods create design,” Mattiske said. controlled external learning areas and the irregular shapes which enable students within connectivity between the various learning pods the group of up to eight working with diff erent 2011 AWARDS CATEGORIES support the educational objectives of programs focus points and thereby reducing distractions New construction: entire new school designed to meet the specifi c and special needs and enabling teachers to progress students of students. Selection criteria diff erently. Central areas that serve the pods Th e planning and associated design outcome comprise music, art, therapy and social work Th e jury was keen that the winner in this has also incorporated a range of ESD features area. Th ese spaces are located for direct access category would add new knowledge to the including natural lighting and ventilation, off the pod entry passage. community, to educators and to architects. energy saving through the use of solar panels Having several years experience in designing We looked for evidence of the links between and night purging and water harvesting. community buildings, Hede Architects were researching and educating the community on Th e feedback from staff , related to the impact acutely aware of the importance of a thorough the impact of the built learning environment of the design on teaching and learning is, “it’s consultation process in order for the building to on learning. Above all we wanted to be sure that wonderful and it works”. succeed in its aims. Th is building demonstrates the mission of the process was to create a built We commend Hede Architects on their a new approach to children’s learning areas learning environment that added value to the award winning design. where eight class spaces are grouped with shared experiences of learners, whoever they may be. access between each pair of learning spaces to a Designer statement small kitchenette where life practices are used as Winner Th is school for 144 students and 160 staff a learning mechanism. Western Autistic School features pods containing three age groups up Laverton Victoria to approximately nine years old, giving students Commendations Hede Architects a transition through the school with changing aspects for each learning pod. Students are Kororoit Creek Primary School Jury’s comments educated with the aim of going to a standard Burnside Heights Victoria Th e extensive briefi ng process and attention to setting aft er nine. Hayball & Gray Puksand Architects detail set this project apart from others and was Another pod, ‘Wattle’, caters for students in Association the unanimous choice of jury members. who may not have coped with standard settings Th e detailed consultation process and and can return to WAS for further assessment Jury’s comments research undertaken involving teachers, parents and training. Th is project was part of the Victorian PPP for and community members led to a strong nexus Each of the learning spaces in the pods the development of 11 new schools where the being evident between the briefi ng, the building off ers a smaller space for calming, withdrawal architects involved have developed a series of and the site solution. Th e design is centred on or a more concentrated learning time. Th e pods designs which embrace and reinforces Victorian the people using the building, their experiences are self-contained with kitchenettes, toilets, contemporary teaching and learning practices. and those working with them. In other words, withdrawal and storage space enabling the Th e utilisation of educational experts and Hede Architects were very good listeners. students to develop independence in a range practitioners to workshop, review and comment Th e result is a well researched and designed of life skills without unnecessary movement on the spatial relationships, design proposals purpose-built facility which responds to the between areas thereby maximising learning and practicality of the intended facilities needs of autistic students and is also used a time. Th e transitional pod prepares students for throughout the planning phase has ensured that Education Today – Term 3 2011 31 consultation with teachers, university staff and students from surrounding schools. Th e physical environment is very diff erent from traditional learning environments comprising open commons neighbourhoods and a central atrium running the full length of the building. Th is provides a variety of adaptable learning spaces to cater for diff erent teaching methodologies Adelaide West Specialist Education Centre, Taperoo South Australia supported by leading edge technology. Architects: Th omson Rossi/Perumal Pedavoli Th e building incorporates an energy saving building management system for controlling the fi nished buildings are innovative, creative and design reviews. Th e physical environment is lighting, ventilation, heating and cooling, and will meet the educational requirements of planned to expand the students’ world and allow rainwater harvesting, double glazing and sun teachers and students. therapy activities to be undertaken in adjacent shading devices to reduce heat and glare and In the case of Kororoit Primary School, teaching and learning spaces, in addition to landscaping which requires no irrigation. strong connections with the Local Government breaking down perceptions of an institution for Th e end result is a well executed building Authority, leading to the inclusion of people with disabilities. providing students and teachers with a kindergarten and community swimming pool With a strong nexus between the brief and stimulating learning environment. facilities, have enhanced the underlying theme design solution the fi nal design provides a of developing new school facilities based on a variety of learning and play spaces, both outdoor New construction: model of a small town servicing new developing and indoor incorporating sensory gardens, major facility areas of Melbourne. bicycle pathways, classrooms and specialist areas fi lled with natural light and colour to Selection criteria Adelaide West Specialist Education promote independent learning through a series Th e jury looked for entries that described transformative projects that resulted in existing Centre, Taperoo South Australia of stimulating learning environments. schools being seen and used in new ways that Award presented to the Facility Plan- fostered eff ective 21st century learning ners, South Australian Department of John Monash Science School, Monash Education and Childrens’ Services. University Clayton Campus, Victoria Winner Taylor Oppenheim Architects Thomson Rossi/Perumal Pedavoli Pymble Ladies College Senior Centre, Kate Mason Building, Jury’s comments Jury’s comments Pymble NSW Th is new special school was developed for Th e John Monash Science School has been Pmdl Architecture and Design students with physical disabilities, sensory established within the Clayton Campus impairment, intellectual disability and some of Monash University as a partnership Jury’s comments students that are non-verbal as part of a PPP arrangement based on shared facilities for Year In assessing this submission the judges development in Adelaide within the grounds of 10–12 students. Th e
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