buildings and grounds

Western Autistic School, Laverton 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 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 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 . 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 facility is intended as a unanimously agreed that the Kate Mason an existing R-12 school. centre of innovative, research based teaching Building represented the culmination of a An extensive planning process involving and learning in science, mathematics, and collective and rigorous planning process parents and staff on the determination of the site technology and teacher development. between the school and the appointed architects location and further consultation during the post Th e design solution was based on an together with a design solution which fully bid phase of the PPP process involved workshops education brief developed through lengthy refl ected the experiences for each group and the

32 Education Today – Term 3 2011

John Monash Science School, Monash University Clayton Campus, Victoria Architects: Taylor Oppenheim Architects

Pymble Ladies College Senior Centre, Kate Mason Building, Pymble NSW Architects: Pmdl Architecture and Design

school/community requirements. learning environments from around the world, and entity also reaffi rms the intent to create Th e genesis came from a strategic review visiting schools throughout Australia that utilise schools within a school. process which resulted in a restructure of the diff erent learning space confi gurations. Th e end result is a testimony to the secondary school into three schools. Th is was Sustainability options were explored by thorough briefi ng and planning processes. Th e in response to both the large size of the school the wider teaching staff and community who school now has a facility incorporating the and the need to diff erentiate the pedagogy and expressed their views on teaching and learning latest technologies to support the educational learning for the future. programs and enhance teacher professional Th is process involved researching exemplary A separate identity as a freestanding building development in ICT across the school. A range Education Today – Term 3 2011 33 St Kevin’s Primary School New Learning Centre, Hampton Park Victoria Architects: Baldasso Cortese Architects

Th e design grew directly out of the briefi ng process. Discrete learning spaces are interconnected and highly visible, and open to a shared common space which forms the hub of the building. Th e provision of a range of learning settings, including timetabled, non-timetabled and bookable spaces, creates a range of options not previously available in a campus comprising mainly traditional facilities. Connection to the College Library, via a bridge, extends the reach of the centre and adds to the range of learning settings available to the girls.

Commendations

St Kevin’s Primary School New Learning Centre Hampton Park Victoria St Brigid’s School Multi-purpose Learning Centre, Baldasso Cortese Architects Kilburn South Australia Architects: Brown Falconer Architects Jury’s comments Th e wider school community is seen as an integral part of the school and this is exemplifi ed of ESD initiatives enable the building to achieve by the planning processes incorporated in the energy performance levels more than 80% in development of the new learning centre for Year excess of the Building Code requirements. 4 students funded through the BER. Th e use of colour and furniture to accentuate Th e representative planning committee the spatial relationships which support the working with the architects provided detailed collaborative partnership between students and input from and feed back to their respective groups staff has created a building which both parties regarding proposed pedagogy, associated staff have embraced. Th e learning environments training, facility relationships and community provide optimal fl exibility for learning usage. As a consequence the facilities incorporate engagement. Designer statement a community meeting room and performances/ Th e contemporary architecture is sympathetic Th e new Senior Learning Centre has been rehearsal/instructional space which can operate in materials and details to traditional building designed to create an open learning environment separately to the learning areas. stock. that encourages students to gain independence Good levels of natural ventilation and light Students show great respect for the as they transit beyond their fi nal years of high fl ood the deep internal footprint as the new building and are leading and embracing more school. It features fl exible and transparent learning centre incorporates ESD components collaborative and diverse learning approaches. learning spaces integrated with seminar rooms related to energy savings, water harvesting, sun Congratulations to Pmdl on achieving and common areas, a 260-seat lecture theatre shading, natural lighting and ventilation and the such an eff ective solution as an outcome of a and circular conference room, encouraging use of movable walls. thorough briefi ng process. individual and collective learning activities. Strong dynamic external forms create the 34 Education Today – Term 3 2011

St Augustine’s Catholic Primary School Multipurpose Hall, Frankston South Victoria

the use of extensive glazing to create the eff ect of bringing the outdoor woodland areas inside. Th e facility incorporates high levels of environmental sustainability and new technical innovations incorporating tinted double glazing, insulated walls and ceiling panels, heat purging fans and water harvesting. Costing less than $2.0 million the facility meets the educational requirements of the school and represents great value to all parties.

Renovation or modernisation of image of an exciting physical environment and produced teaching and learning spaces which have exceeded the expectations of the school support students to become more independent, school or major facility community and reinvigorated staff to examine fl exible and creative in their learning. Selection criteria and adopt contemporary learning approaches. Th e jury looked for entries that described St Augustine’s Catholic Primary transformative projects that resulted in existing School Multipurpose Hall St Brigid’s School Multi-purpose schools being seen and used in new ways that Frankston South Victoria Learning Centre fostered eff ective 21st century learning. Fred Buono Architects Kilburn South Australia Winner Brown Falconer Architects Jury’s comments Yackandandah Primary School New Th e new multipurpose hall was part of the BER Classroom Building Jury’s comments program and is designed to provide a wide range Yackandandah Victoria Th is project involved the staff and community, of learning environments to accommodate the NOWarchitecture through the use of staff meetings, planning schools evolving pedagogical requirements as group forums, public meetings, interstate visits well as the varied community uses. Th e clear Jury’s comments and research into recently completed facilities vision of the end users (the school, parish and Th is school in a small country town has been to defi ne the brief for a new multipurpose community) resulted in a highly disciplined reinvented in a way that has challenged the learning centre. Student input through class briefi ng and planning process. Th e building community but ultimately has exceeded the exercises related to the development of their stands alone from other buildings to create a expectations of the students, staff and the dream classroom and multipurpose facility. In community presence. community alike. planning for the provision of new, adaptable, Using sliding curved panels to create diff erent An innovative approach to heritage, and the and connected learning areas for class and spaces for performing arts, lectures, assemblies, challenges this has posed has contributed to shared use the diverse learning needs of the dance classes and soft sports, the architect has community changes in attitude and approach. school and community were at the forefront of met the school’s requirements. Th ere is a good integration of passive and active discussions. Th e adaptability of the space is augmented by ESD initiatives, that inform the design and the Extensive research was carried out on the fi t retractable tiered seating and the latest high tech users. Th e high level of community consultation out of learning areas and this has resulted in a fi t out with A/V, theatre/ display lighting, control before and during the design process have led to stimulating physical environment full of light, console and retractable projection equipment. clear pride and ownership by the school. While air, colour and comfortable furniture. Large doors and covered area son both most signifi cantly a new build, the connection and Th e use of movable walls, break out spaces sides connect the interior with the external response to the existing site, buildings and context and a shared community gathering place have environment and expand the hall capacity and is well done and builds on existing relationships. Education Today – Term 3 2011 35 Yackandandah Primary School New Classroom Building, Yackandandah, Victoria Architects: NOWarchitecture

Positive changes in student attitudes and integrated environmental response, which reduces connections between learning spaces and also behaviour are already being seen across the energy consumption. Avenues of heritage listed to the outside, literally through using outdoor school. trees are seen through and shade the soaring learning opportunities and virtually through windows which are carefully designed for integrated technology. Designers’ statement controlled solar penetration and ventilation. Th e Nestled in the Victorian Highlands, this building itself is a tool for environmental awareness. St Vincent De Paul Primary School project’s contemporary form draws inspiration Learning Centre and New Learning from the surrounding mountains, comfortably Commendations Neighbourhoods, positioning the building within this historic Strathmore Victoria gold rush town. Th e project revitalised the staff Sacred Heart Catholic School Law Architects room, administration area and community Modernisation of Learning Facilities artspace in the heritage school building, and Ulverstone Tasmania Jury’s comments created a new wing of three learning centres, K2LD Architects Th is innovative BER project has responded well canteen, multipurpose room and learning to the design brief, time constraints and budget, resource centre. Jury’s comments and existing conditions. Th rough the creation Th e new education spaces celebrate the timber Th is transformative BER project resulted of a new heart to an old school it has been structure, achieving spans typically considered from an accelerated but inclusive consultation transformed. the domain of steel to signifi cantly reduce process. Th e process outlined seems truly Th e project exemplifi es creative use of embodied energy. Th e soft acoustic quality innovative, including all stakeholders including space within an existing fabric and strong of the learning areas allows spaces to retain the students. use of connections and levels to defi ne zones their openness while maintaining group focus Th rough focusing on what really mattered within the new spaces created. Th e educational and individual comfort. Innovative furniture to the eff ective functioning of the school, an environment has been enhanced not only designed and selected by NOWarchitecture innovative solution, covering 60% of the school through use of colour and selection of materials, allows teachers and students to defi ne their own footprint, has been created that has off ered the but also through the scale and diversity of spaces spaces specifi c to the chosen activity. school execeptional value. Signifi cant changes provided. Signifi cant re-use of existing fabric, Th is design considers its environmental to the built fabric have resulted in a new heart, combined with the approach to daylighting and benefi t and impact. A passive hydrothermal which is well received by the school. ventilation have fulfi lled the ESD objectives of airconditioning system is part of the building’s Classrooms have been transformed with new this project.

36 Education Today – Term 3 2011

Sacred Heart Catholic School Modernisation of Learning Facilities, Ulverstone Tasmania Architects: K2LD Architects

An education initiative, Rather than the traditional model of cellular opportunity to gain an in-depth understanding a design solution for an classrooms off a corridor, the learning spaces of 21st century learning, not only considering here fl ow into one another and off er multiple the learners and the spaces, but also encouraging innovative program possibilities of confi guration and use. architecture students to explore and develop ideas. Selection criteria Underpinning the design approach is Congratulations to NBRS in investing in Th e jury looked for entries that advanced the a thorough commitment to achieving an young designers in this way. knowledge and practice of educators and designers environmentally sustainable facility. Th e alike in developing and responding to learning learning spaces are naturally ventilated, have Statement environments, and demonstrated successful ideas good levels of natural light, and use low emission Th e Classroom of 2025 project is a comprehensive and approaches that had the potential be applied to materials and fi nishes to ensure good air quality. exploration of the rapidly evolving trends in many other situations and circumstances. Passive shading devices are used to limit solar pedagogy and technology in education. Th e heat gain in the warmer months. An insulated ENVISION students’ research identifi es the Winner concrete wall panel system is utilised to provide contemporary issues and evolving trends in St Michael’s Grammar School, Allan thermal mass within the building during the school environments and defi nes the elements of Pizzey Building winter and insulate against hot summer weather, fl exible and adaptable classroom design. Th e fi nal while also providing a good acoustic barrier Melbourne Victoria phase of the project will be to propose a range with respect to adjoining properties. of progressive design solutions that support Architectus Melbourne Commendation emerging learning models fi t for 21st century which will be published so we all can experience Designer statement 2025 The Learning Continuum, the shape of the classroom of the future. Th e design of the new building is based on the ENVISION Student Partnership ‘Reggio Emilio’ educational philosophy which As an innovative approach in fostering Program describes the environment as ‘the third teacher’. student development, the NBRS+PARTNERS Th e new junior school caters for four-year-olds Milsons Point NSW ENVISION Program involves three university in kindergarten through to Year 4 students. NBRS & Partners Pty Ltd students in the dynamic life of an architectural Th e building’s scale, form and fi nish responds Jury’s comments fi rm, providing insights into multiple stages of to children in these age groups by creating Th is innovative learning and information architectural design projects. varied environments using space, light, volume, sharing project is a true meeting of education “Just as our education research advocates enclosure, and tactile experience. and architecture. It has given young designers an learning by doing, the experiences we have had Education Today – Term 3 2011 37 St Vincent De Paul Primary School Learning Centre and New Learning Neighbourhoods, Strathmore Victoria Architects: Law Architects

St Michael’s Grammar School, Allan Pizzey Building, Melbourne Victoria Architects: Architectus Melbourne

Architecture students Stephanie Brancatisano, left , Tiff any Liew and Diana Labutis being immersed in a vibrant offi ce environment are so valuable.” Daina Labutis – Student of Architecture, University of New South Wales. Th e ENVISION Student Program is one of many creative partnerships that NBRS+PARTNERS has realised. In upholding the architecture fi rm’s vision to create life-changing environments, the student partnership reinforces the importance of multiple perspectives and collaboration in the design process. “Th e collaborative attitude of NBRS+PARTNERS in sustaining creative partnerships is an aspiration for us in the future.” Stephanie Brancatisano – Student of Architecture, University of Sydney NSW. NBRS+PARTNERS is a people focused practice that strives to enrich people’s lives. By developing creative design partnerships their portfolio of public buildings universities, schools, churches and residences exhibit an understanding of those concerns from the perspective of the people whose lives will be aff ected by it. Above all the fi rm seeks to design environments that will have positive life changing eff ect on people. ET

38 Education Today – Term 3 2011