Ecologically Sustainable Development 5. (ESD) 5.1 Dandenong 7–12 High School ‘As we work towards achieving the goals of • Air movement and ventilation – poor air ESD strategies that should be considered for the decade, schools will be important in movement and ventilation can result in incorporation into a school building design preparing and empowering students to increased student absenteeism and a include: assume responsibility for creating and reduction in student performance • Openable windows with good cross enjoying a sustainable future. Such a vision • Thermal comfort – considered to affect flow and/or high-level extraction, for school education is transformative. It is both teacher performance and student combined with ceiling sweep fans more than a curriculum issue and requires a achievement • Effective shading of windows whole-school approach and innovative • Classroom lighting – appropriate • Deep shading to the north will eliminate teaching and learning.’14 classroom lighting can improve test unwanted direct solar gain Ecologically sustainable school buildings scores and reduce off-task behaviour • High levels of insulation encourage the creation of teaching spaces • Natural daylight – has been linked to that help improve learning outcomes and • Large amounts of internal thermal mass faster progression in maths and provide opportunities for buildings to be and night purging reading. A study of over 2000 used as ‘textbooks’ in curriculum integration. • Air movement within classrooms should classrooms indicated that students with be enhanced with sweep fans There is a consistent body of evidence the most classroom daylight progressed linking particular factors to improved 20 per cent faster in one year on maths • Use of light shelves and borrowed light educational outcomes. These include: tests and 26 per cent faster on reading from adjacent spaces tests than those in classrooms with the • Rainwater harvesting and native least amount of natural daylight. planting • Acoustics – good acoustics are • Shade structures and trees should be considered fundamental to good provided wherever possible to protect academic performance, both in terms of students and buildings from high levels 14 Department of the Environment and Heritage, Educating for a Sustainable Future, A National Environmental Education external noise and noise within the of UV in summer months Statement for , 2005, p. 3, http://www.environment.gov.au/ education/publications/pubs/sustainable-future.pdf classroom.

61 Victorian School Design | 5 Ecologically Sustainable Development (ESD)

Schools should be ‘… beautifully designed, Dandenong High School will be a unique 5.1 Dandenong 7–12 colourful, inspirational, adaptable, facility located centrally in the Dandenong/ High School, sustainable, inclusive, fresh, safe, flexible, Doveton community. The facilities that are ICT enabled, multi-user, fun, delightful, designed for present and future needs will Dandenong, curved, growing, natural…we need to try out help deliver excellent learning programs. The new ideas, We need to look at ways of mix of buildings, sporting facilities and designing inspiring buildings that can adapt grounds will support the school’s curriculum to educational and technological change…In program and assist teachers to facilitate the the classroom of the future, the learning delivery of best pedagogical practice. environment will look and feel different’.15 Effective student management, staff and students in the pupil welfare, and the health, safety and well- Dandenong and Doveton area will be a part being of the whole school community will of a unique opportunity to transform also be strong considerations in the facility teaching and learning arrangements across design. the secondary school sector.

New facilities will be aligned with innovative curriculum and assist Dandenong High School to close the attainment gap that currently exists within the student population. Maximising the number of students completing secondary school education will also be a key focus through the inclusion of facilities that cater to current and future specialisms.

15 Classrooms of the Futures, Department for Education and Skills, United Kingdom, 2003, http://www.innovation-unit.co.uk/content/view/426/914/

62 Victorian School Design | 5 Ecologically Theme 1 Theme 2 Theme 3 Theme 4 Sustainable Context of the Project Educational Philosophy Specific Proposed Pedagogical Outcomes Key Planning and Design Features

Development (ESD) Dandenong High School is located in the south- The vision for the Dandenong Education Precinct is Curriculum Structure, Organisation and Delivery will The proposal is for a mix of facilities that will eastern suburbs, some 45 kilometres from central to provide opportunity and access to excellence. be based on the SWiS model, which will create a accommodate 7 houses or sub-schools, each one . Students will be exposed to the broadest possible multiple number of sub-school environments. The covering Years 7–12 and allowing for the learning The proposal for the new Dandenong High School range of learning options and career pathways SWiS model enables teachers to have considerable needs of 250–300 students. In each house there was developed from work commenced in late 2004, within a culture of high expectations and the authority over the instructional program within their may be 10–12 main learning areas with associated which reviewed the access of students to pathways celebration of achievement. They will demonstrate particular house and it also enables them to facilitate smaller learning areas of varying sizes clustered in the Dandenong, Cleeland and Doveton secondary high-level ICT skills and an appreciation of and cross-disciplinary learning through interdisciplinary around a central resource area. Dandenong 7–12 High schools. participation in the full range of academic, cultural, lessons and projects. These houses will be fully detached. The modular and sporting activities offered by the school. The school that will result from the merging of the There will be a consistent approach across all flexible learning area design is essential to facilitate School three secondary schools and will be a single Year 7– Educational programs for students will work to houses in applying the VELS. The cross-disciplinary the changed pedagogical practice envisaged. In 12 school located on the existing Dandenong High cultivate respect, understanding and tolerance of teams will teach domains across all three strands addition to these houses there will be central and Cleeland Secondary College sites. The school others. A key goal of the school will be to equip through grouping domains into coherent and facilities containing assembly areas and general structure has been based on a Schools Within students for their lives beyond school in further thematic semester subjects. office/administration type spaces. Schools (SWiS) model (interdependent school study, training and employment. The school will All students will be supported by their teachers to Site arrangements will take into account security ‘houses’ or sub-school model). endeavour to inculcate a love for learning and develop individual learning plans. and ensure an overall feeling of a structurally curiosity for inquiry. The SWiS model combines all the advantages of Curriculum in the transition years, Year 7 – coherent and well-organised environment. The large schools with their capacity to provide for all the Students will be clustered into multi-age Year 7–12 establishing foundations and building relationships: design focuses on effective staff supervision of houses of about 250–300 students and will cater for students and will provide for possible additional curriculum program requirements of students and • a small number of teachers will be organised into student management, welfare and core curriculum buildings in the future as well as cater for aesthetic their need to access the broadest set of pathways cross-disciplinary professional learning teams into higher education, training and work. At the classes. Small teams of teachers will provide home considerations. • students will have access to at least one same time it provides appropriate and human-scale group/tutoring to small groups of students in each The internal features of the new design allow for significant teacher/mentor in their first year of settings for students to build effective relationships house. The establishment of a school culture with innovative approaches to learning and teaching. secondary school. with their teachers and their fellow students. high expectations of its students and a strong work They incorporate the use of ICT across the ethic will be enhanced by this model. This will be Curriculum in Years 8 and 9 – building breadth and The school will occupy a site containing a mixture of curriculum, flexible learning spaces and furniture, particularly important for the transition phase (Year depth: some existing buildings from the original Dandenong emphasising visual and audio resources. The new 7) and the middle years stage (Years 8 and 9). High School site and a series of new buildings. The • student programs at these levels will be based school buildings have accessible power and adjacent school site bisected by a suburban street With the later years (Years 10–12) it is envisaged that around a core plus elective model network cabling and appropriate heating, lighting will contain some new buildings and the school a wide range of programs with possibilities for • individual learning plans and assessment of and ventilation, and will encourage widespread playing fields. specialisation will be provided to students across student learning will provide the basis for ongoing community use of the school’s facilities. the SWiS structure. A rich set of opportunities will be The design process has been undertaken with feedback and communication with students and The physical environment allows for the delivery of available to students through an extensive consultation from the school community comprising parents. current and future curriculum models. The new curriculum that offers access to a breadth of a Project Committee, a local Reference Group and Curriculum in the later years, Years 10, 11 and 12 – school buildings have accessible power and experiences in clubs, music, debating, drama and extensive input from within the three schools in the developing pathways: network cabling and appropriate heating, lighting other extra-curricular activities. form of focus groups representing learning areas. • wide range of programs including VET, VCE and and ventilation. VCAL The design features provide good social spaces to • a diverse range of student learning backgrounds, promote a healthy and effective lifestyle and good skills, abilities and interests will be addressed interpersonal relationships. Student services – toilets, lockers, shelter, cafeteria, open recreation • on-site and off-site experiences will be provided spaces – are designed thoughtfully. for ‘real world learning’ • VET studies outside the framework will be provided, directly by the school or through our association with of TAFE.

63 Victorian School Design | A Science Lab/Wet area is built in each SWiS to Learning spaces for senior classes are designed to ensure that student movement for practical allow completion of SACS and assessment tasks. science lessons in Years 7–9 is limited to within the SWiS. Students will be encouraged to see that science has strong links to other areas of study through integrated projects. 5 The space will be used to conduct ‘hands on’ adj. shelving Ecologically water, gas white elements of integrated projects in Years 7–9. power (above bench) deep & narrow LARGE GROUP & TEACHING The area is open to the outside for ease of Sustainable SPACES STORE & PREP. conducting experiments (e.g. pulleys, smart board smart board Development (ESD) folding/mobile tables double bowl sink & drainer measurement, etc.). 2100 x 800 clay trap water, gas power (above CREATIVE, bench) data conn. lockers - approx. 32 EXPRESSIVE (access from corridor) EXPERIMENTAL glazing above smart board or MAKING & DOING DIGITAL (WET) wide sliding door? large monitor? RECORDING, PRODUCTION see thru’ display & VIEWING

2 & 3D There is considerable traffic (student and staff) shelves over - open 2 sides power/data display Tambour shutter over? movement through the downstairs area and TARGETTED power/data TEACHING solid walls + MEETING uph. seating opportunities for positive student interaction can - display INDIVIDUAL & booth/table Dandenong 7–12 High COLLABORATIVE CONFERENCE occur frequently, building positive cross-level WORK SPACES lockers - approx. 32 STAFF lockers - approx. 36 relationships. RELAX tables for indiv. School & collab. work glazed above power/data - laptops & desktop Formal house assemblies can also occur in this desk/bench lockers - computers RELAXING & lockable 2 dr files under approx. 50 open shelf over READING space (limited to 50 students). STAFF glazed above MEEETING pin-up wh/bd carpet Students enter the SWiS (house) and directly pass Figure 5.1: Site Master Plan, pigeon holes STAFF covered coat storage? PLANNING steps the SWiS office making tracking of student

display attendance easier and creating opportunities to ground floor drinking fountain & rubbish collection meet with students frequently.

Downstairs staff common: The staff room is glass add wall for walled with a visual connection with the meeting signage/display? common – students see how DANDENONGteachers work EDUCATION PRECINCT ENTRY 2009 together as a team and independently.SWIS A 250 students Students - 100 Year 7, 50 Year 8 SWIS B 250 students - 50 Year 7, 150 Year 8 use the common as an informalSWIS learning C 200 students space - 100 to Year 7, 100 Year 8 Future Lockers - 1200H 500D meet with teachers and other students from within 6 per lineal metre All SWIS 300 students - 50 students each year level total 150 the SWIS. Years 7 - 12

All fitted & loose GROUND FLOOR 1:100 (A3) furniture/screen walls SWIS BUILDING - TYPICAL LAYOUT 2 & 3D display to be further developed MARY FEATHERSTON DESIGN 4.4.08 & designed

SWiS: Schools within Schools model • Small schools within a large organisation • Teams of teachers • Core subjects taught within the house • Year 7–12 structure, creates a sense of belonging over a 6-year period Teachers also have the opportunity to build close Spaces can be categorised and described in three Consistency of approach • Staff room populated by team working teaching relationships due to their location ways: Teaching and learning practices of SWiS are • Admin/leadership are responsible for in one central space. Leadership is also located 1. Quiet – for reflective, independent learning supported within the internal design of each SWiS attendance, notes, welfare relationships and centrally to enhance working relationships with the 2. Medium Noise – instructions, creation, (also referred to as house). Each has a learning nurturing AP’s office, which is adjacent to the staffroom in presentation common, each has open learning spaces and • Knowledge of individual students each house. ease of connection between learning spaces. 3. Noisy – interactive, collaborative group work. • Student management and leadership There is an emphasis on team teaching. Years 7, 8 • Ownership – Years 7–9 upstairs and 9 will have a key group of 4–5 teachers with teaching, pastoral care and Individual Learning Location: South Morang, Victoria • 300 students – 50 students in each year level (Years 7 – 12) Plan responsibility. Year Levels: P–9

Architect: Oaten Stanistreet Architects

64 Victorian School Design | 5 power/data storage/display Ecologically COMMUNITY storage/display OF INQUIRY water, gas power (above bench) LARGE GROUP & CONSTRUCTION Sustainable TEACHING & ROBOTICS + Large Group Gatherings folding/mobile tables SPACE 2100 x 800 carpet step water, gas Teachers will work with students, operating as Development (ESD) & platform power (above solid wall - glazing above bench)

solid wall - glazing above double bowl sink & drainer data conn. teams within this space. clay trap smart board smart board CREATIVE, EXPRESSIVE EXPERIMENTAL DIGITAL

full ht.solid wall MAKING & DOING CONFERENCE RECORDING, (WET) RELAXING & solid full ht.wall PRODUCTION resilient & VIEWING flooring READING open storage/display 15 lockers 15 lockers see thru’ display

display wall power/data power/data large monitor? power/data CONFERENCE TARGETTED INDIVIDUAL & DIGITAL YEAR 7 TEACHING smart board COLLABORATIVE + MEETING PRODUCTION WORK SPACES pin-up INDIVIDUAL & & VIEWING medium ht. walls glazing above? Dandenong 7–12 High COLLABORATIVE tables for indiv. WORK SPACES whiteboard power/data & collab. work display power/data - COMMUNITY wall laptops & desktop computers School OF INQUIRY lockers - 20 carpet RELAXING & covered open above tables for indiv. READING steps & collab. work power/data - smart board uph. seating lockers - laptops & desktop lockers - approx. 72 computers booth/table approx. 24 Figure 5.2: Site Master Plan, first glazing above glazed above folding/mobile tables 2100 x 800 display floor drinking fountain solid wall & rubbish collection

LARGE GROUP & TEACHING SPACES ENTRY 2 concurrent groups signage, 2 & 3D display x 25 students

DANDENONG EDUCATION PRECINCT smart board 2009 SWIS A 250 students - 100 Year 7, 50 Year 8 SWIS B 250 students - 50 Year 7, 150 Year 8 SWIS C 200 students - 100 Year 7, 100 Year 8 Future Lockers - 1200H 500D 6 per lineal metre All SWIS 300 students - 50 students each year level total Year 7 - 50 Years 7 - 12 Years 8-9 96 (4 to be added)

All fitted & loose FIRST FLOOR 1:100 (A3) furniture/screen walls SWIS BUILDING - TYPICAL LAYOUT 2 & 3D display to be further developed MARY FEATHERSTON DESIGN 4.4.08 & designed

The upstairs design was developed on the basis of Years 7–9 students predominantly use this space. Each year level = 50 students. At Year 7, three the learning activities engaged in by students. They will be in the SWiS for 65 per cent of their teachers will work as a team for most of the Consequently, the layout of these spaces is learning and upstairs for most of this time. The students’ learning. At Years 8 and 9, two teachers currently emerging as the curriculum is developed. area will be divided into three main learning and an aide will support student learning across The furniture set out in this example has already spaces. the cohort of 50. Fourteen staff will be on the changed considerably. Mary Featherston is The year 7 students have a clearly defined home upstairs floor at any one time. currently designing furniture fit out for a trial Year 7 base. The teaching team for each group of 50 students learning space to operate in semester 1 2008. This The year 8 and 9 students share a larger area. will negotiate how best to use the space allocated trial will inform the final design. to each of the year levels.

Location: South Morang, Victoria

Year Levels: P–9

Architect: Oaten Stanistreet Architects

65 Victorian School Design |