NEW CBD SCHOOL DAC Submission

DAC SUBMISSION

26th August 2016 – Rev 2

REVISION HISTORY

Revision Date Description

01 14.06.16 Preliminary Issue for Client Review & Comment 02 30.08.16 DAC Issue

New CBD School | DAC Submission | 2016 page 1 DAC SUBMISSION

CONTENTS 1. INTRODUCTION………………………………………………………………………………….. 3 2. BACKGROUND…………………………………………………………………………………… 3 2.1 THE SITE & THE REID BUILDING………………………………………………….. 3 2.2 THE PROJECT…………………………………………………………………………. 6 3. DESIGN STATEMENT…………………………………………………………………………… 7 3.1 ARCHITECTURAL EXPRESSION AND DESIGN PHILOSOPHY…………………… 7 3.2 EDUCATION VISION ……………………………………………………………………. 9 3.2 LANDSCAPE VISION ……………………………………………………………………. 11 6. DRAWINGS ………………………………………………………………………………………. 13 7. APPENDICES……………………………………………………………………………………... 14 7.1 PLANNING ASSESSMENT 7.2 TRAFFIC PARKING AND PEDESTRIAN IMPACT STATEMENT 7.3 ELECTRICITY DECLERATION FORM 7.4 STATEMENT OF ENERGY EFFICIENCY 7.5 STORMWATER MANAGEMENT PLAN 7.6 WIND IMPACT STATEMENT 7.7 NOISE IMPACT STATEMENT 7.8 SITE CONTAMINATION ASSESSMENT 7.9 ABORIST REPORT 7.10 SITE INFRASTRUCTURE 7.11 BUDGET

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1. INTRODUCTION

The New CBD School project aims to deliver a vertical learning environment for Years 8 to 12 in its unique parkland setting. The school will cater for 1250 students and associated education staff will inhabit a contemporary learning environment. The design will breathe new life into the existing Reid Building (North Building), as a symbolic foundation building within its new site along with an additional building South and connecting activated atrium. The project scope includes total refurbishment to the North Building. In addition, the project will include a new central atrium and adjoining South Building that will serve as a new community heart and innovative learning environments for the school, providing new space and place typologies and accommodation expansion to the current campus facilities.

This DAC submission document will capture and communicate the design principles and proposed scope of building, urban and landscape works for the New CBD School project that are proposed within the site of the current Reid building. In addition to this the team has defined additional aspirations for the project that extend beyond the site boundary that will be subject to further discussion and agreement with precinct stakeholders.

2.0 BACKGROUND

2.1: THE SITE & REID BUILDING

The site is located on Frome Road, Adelaide South Australia. This site is also known as Tainmundilla or Park 11A.

Historically this portion of land has been named Tainmundilla/ Frome Road and Park 11A which encompasses land surrounded by the River Torrens/Karrawirra Parri, Hackney Road, North Terrace and Frome Road. New CBD School | DAC Submission | 2016 page 3 DAC SUBMISSION

Arising from Light’s plan, Tainmundilla/Frome Road Park/Park 11A consists of a semi-rectangular block of land bounded by Frome Road, Botanic Park, Adelaide Botanic Garden, University of Adelaide, University of South Australia and Adelaide City Council managed lands.

Early records from the 1800’s depict specific references to Kaurna sites or Aboriginal activities within and around Tainmundilla/Frome Road Park/Park 11A. Areas around and within the Adelaide Zoological Gardens, Botanic Garden and Botanic Park were occupied for the site of camps and corroborees as the area retained much of its original vegetation. This was unlike other parts of the Adelaide plains where the vegetation removal process occurred.

From a master plan perspective, the evolution of this site has been constant from the late 1800’s until present day.

• 1859 - The first building to be erected on this site was the Exhibition Building • 1895 - The last agricultural show was held within the building and grounds • 1919 – The redundant Exhibition Building was an isolation hospital during the great influenza epidemic. • 1930’s - The land was used as a recreation ground by the Adelaide Technical High School. • 1939-45 – The land was used as a military storage yard • 1950 – Buildings on the site were used for a Motor Trade School • 1957 – The balance of the land was dedicated to the School of Mines & Industries • 1968 – The Reid Building was erected, designed and built by Frank Colin Hassell for the South Australian Institute of Technology • 1968 –The remaining area was redirected as a Hospital Reserve following the transfer of the Automotive Trade School to Kilkenny. • 2005 – Taylor Culity Lethlean were contracted to provide concept designs for the development of Tainmundilla/ Frome Road and Park 11A for the Adelaide Botanic Garden. The design sought to reinforce a hypothetical axial line first proposed by architect Walter Bagot in the 1920s when he designed the Barr Smith Library and the lower campus of the University of Adelaide.

The South Australian Agricultural and Horticultural Society exhibition hall on the Frome Road land, from an engraving in 1860.

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Existing site photos of the Reid building and the CBD School site located on Frome Road

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2.2: THE PROJECT

In June 2015, the government announced the new city school would open in 2019, with special focus on Sciences, Technology, Engineering and Mathematics (STEM) and be based in a refurbishment building on Frome Road – the Reid Building. The building would be purchased along with surrounding land from the University of South Australia.

Nestled between Adelaide’s prized parklands and gardens – the Botanic Garden, Adelaide Zoological Gardens and Botanic Park, the six storey Reid building on the east side of Frome Road will form one part of the redeveloped site. The Reid Building, now known as Elevate North, is significantly under the briefed area and requires expansion to achieve the functional area requirements.

The new building, Elevate South, and the adjoining atrium will allow the refurbished Elevate North to comply with the DECD brief, vision and pedagogy. The intention is to seamlessly integrate a contemporary and iconic façade into the existing attributes of Elevate North. This new façade will complement the original 1960’s architecture thus providing a new character marrying the old and the new.

Frome Road View

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3. DESIGN STATEMENT

3.1 ARCHITECTURAL EXPRESSION & DESIGN PHILOSOPHY

PROJECT VISION

The New CBD School, the first vertical school in South Australia, will set a new benchmark in the physical form, design and function of a contemporary school, as well as the quality and range of the learning experiences and opportunities that it generates for students. In particular, the school will be an active platform to develop and showcase advances in teaching and learning in the STEM disciplines.

The school’s operation will be characterised by the development of co-operative relationships with adjacent key educational, cultural and civic institutions to enrich the possibilities available to teachers and students, equally the school’s facilities and prized location will be accessible to the wider community. In this way the school will serve as a valuable asset contributing actively to this important city precinct.

Conceived as a transformational place and emphasising pedagogy built around enquiry, discovery, collaboration and applied knowledge, the school will be a unique facility optimising the opportunities this physical and educational typology offers to both teachers and students.

As a project, the New CBD School has considerable goals. One of its fundamental purposes is to breathe new life into the existing Reid Building (North Building), and deliver a symbolic foundation building on its site. The new building, Elevate South and connected activated atrium, will tie the Town Square to the existing University Education Precinct. The project scope includes considerable refurbishment to the North Building from the basement to the upper levels. The inclusion of a new central atrium and adjoining South Building will serve as a new community heart and provide innovative learning environments for the school. We have developed a series of key design principles to bring together the education vision, built form and space opportunities:

PART OF AN EDUCATION PRECINCT The school site location in the NE corner of the city on the edge of the built CBD edge and the Botanic Garden, Park land and Botanic Park. The new school is adjacent the Adelaide Park Lands, Botanic Gardens, Zoo and University Precinct - • Showcase for South Australian Education • Connection to other institutions in the Precinct • Touch down point for education precinct • Spaces to encourage community engagement

NEW SCHOOL IDENTITY AND ADDRESS The school presence on Frome Road and the surrounding parkland precinct is an opportunity to create a strong identity and represent the starting point of the legacy for the school community - • Create a public and civic identity to Frome Road with a town square and main entry to the school. • New Town Square and front door on Frome Road to welcome the school community • Civic quality to forecourt and educational buildings on a ‘plinth’ • Plinth providing secure line with 1.5m level change • Building form to project the identity of the school, continuous veil integrates new and existing as one built form reflecting STEM focus

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CONTEMPORARY LEARNING ENVIRONMENT The aspiration for the project is to create a leading example of contemporary learning through all aspects of the school environment, including both internal and external spaces - • A new benchmark for contemporary learning for South Australia • Create spaces for contemporary learning with a STEM focus • Indoor and outdoor relationships • Transparency and connectivity • A high technology environment

LEARNING ON DISPLAY We have identified a series of opportunities to express the learning environment and function through the design of space and building envelope - • Showcase learning activities through expression of building form and space • Express the learning pedagogy through the built environment • Demonstrate the STEM focus of the school • Project into the volume of the atrium • Key studio spaces overlooking Frome Road (west) and the parkland and gardens (east) • Opportunity for wonder and joy through the school environment

ACTIVE ATRIUM The ‘Active Atrium’ is the heart of the school, connecting the town square and ground plane with the school interior space. The atrium interconnects the levels of our ‘vertical campus’ creating a transparent, connected and activated school environment. • Active atrium as the heart of the school • Furniture piece element connecting the ground plane with Levels 1 and 2 (high use floors) and create occupiable space opportunity for a range of functions • Interconnect levels to create a transparent and activated environment • High use functions at lower levels to private learning environment at upper levels • Movement systems

CELEBRATE THE PARKLAND SETTING The location of the new school creates an opportunity to celebrate the Adelaide Parklands and Botanic Garden setting. Our design response creates a series of significant outdoor spaces that connect to the school interior, creating an internal/external landscaped environment on ground floor and upper levels. • Maximise usable green space by removing road access and parking from NE portion of the site • Create opportunity for indoor/outdoor relationships • Library and Café terrace projecting from the ground floor space to engage with landscape • Gym opens out to external space to enhance the recreation environment • Major roof terrace at Level 2 on top of gym – providing vital social/passive space for students. Additional roof terrace provided at western end of Level 6 • Learning courtyards to all levels of the North Building (former Reid)

A SUSTAINABLE APPROACH The CBD School will demonstrate a high degree of sustainability in all aspects of building and services design, aiming to achieve a 5 star Green Star rating. Our aim is for the building to be an education tool for the school community, displaying service reticulation, data and energy consumption through its life cycle operation. • Building considered as an education tool for the school community • Passive and active systems • Ventilation through the atrium to improve the internal air quality and reduce A/C • Use of recycled water

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• Significant solar panel integration

3.2 EDUCATION VISION

CONTEMPORARY LEARNING Essentially, contemporary learning approaches prioritise the individual learning experience, aiming to shape opportunities and learning tasks to meet the personal capacities, needs and interest of each student at a specific moment in the individual’s educational development. In particular, the New CBD School is committed to engaging students in learning tasks which are about ‘connecting’, ‘creating’, ‘communicating’, ‘co- ordinating’ and ‘collaborating’. To this end, the school’s educational program will be:

• Intent on fostering students as innovative and creative learners with the capability to express these qualities as they progress beyond the school into further education or employment; • Intentionally designed to draw on the rich array of natural settings and municipal facilities in close physical proximity to the school; • Embedded within the fabric of city life, responding to and benefitting from the diversity of activity that naturally occurs in a major city centre; • Based on the belief that young people have a range of experiences, thoughts, ideas and perspectives that can enrich decision making processes and outcomes. This will help foster the school as a community of learners. • Infused with the agility afforded by mobile, digital technology seamlessly integrated into the student experience to enable them to shape and engage with their learning environment.

Conceived as an integrated physical, social, cultural and technological environment, the school will offer the students a unique opportunity to develop intellectually and personally, being engaged in more authentic learning tasks directly related to their own lives and the lives of those around them. Greater scope to participate within the wider world outside the regular school boundary requires a pedagogy that prioritises and develops the student’s ability to ‘be aware’, ‘compare’, ‘evaluate’, ‘listen’, ‘empathise’ and ‘act’.

The ‘blended learning environment’ in the New CBD School, incorporating both ‘on-campus’ and ‘off-campus’ activity, will characterise the school’s daily operation and will be critical to its physical design. Learning activities which will be transacted within the wider city boundary, and possibly in conjunction with other key municipal facilities can be readily translated into the school’s built learning environments upon the students’ return to the campus. Therefore, the school’s learning environments must enable the robust, active, collaborative and explorative learning culture experienced by students off-campus to similarly prosper on their return to the school environment.

In keeping with its contemporary pedagogy, the school will also need the capacity to engage with, and accommodate the participation of, relevant community; industry and professional groups whose presence within the campus will reinforce the dynamic nature of the school’s learning program and contribute to the growth of the learning community generated within the school.

EDUCATIONAL ASPIRATIONS & DESIGN VISION The New CBD School will create a cohesive learning environment in which the physical, social and pedagogical elements of a contemporary school are integrated to create a place that is comfortable, stimulating and functions as a continuously evolving platform where teaching and learning is enacted with energy and imagination.

The school will blend open-planned learning spaces with more discrete personal settings, whilst providing more public areas for social and recreational use. It will be a place that promotes the idea of ‘travel’ through

New CBD School | DAC Submission | 2016 page 9 DAC SUBMISSION the building in order for the full array of facilities, services and amenity to be revealed and accessed.

The New CBD School is responding to the national STEM agenda through a cohesive program combining its physical design, its location in a premier educational precinct, its institutional culture and its curriculum. Teachers and leaders within the New CBD School will embrace STEM as a construct that supports and facilitates deep learning in all disciplines. Solving real world problems demands knowledge, understanding and fluency from multiple disciplines. The New CBD School prioritises STEM as the proven and successful interdisciplinary combination to improve student learning and social outcomes and to engender local and global solutions.

It will be a place that is transparently connected to its immediate precinct, putting student learning on display by providing visibility into the building for passers-by to create interest in its educational activities, whilst enabling views into formal learning spaces from within the building and offering views across the various levels of the building for visitors and occupants alike. In breaking down the traditional ‘classroom box’ as well as the regular ‘campus boundary’, it will also create opportunities to encounter students undertaking learning and recreational activity throughout the school’s internal settings, around the perimeter of the school’s external boundary and in adjacent green areas – where more playful activities can occur - and in the wider community as students engage with resources and undertake tasks away from the school.

It will be a school which enables teachers and students to occupy and use the spaces within it according to their specific needs and preferences at a particular moment in the school day, or for an extended duration during a week, a semester or regularly throughout the year. Overall, the suite of formal and informal learning spaces will:

• Support a wide range of learning activities, emphasising active, collaborative learning tasks • Enable innovative practices • Seamlessly incorporate IT/AV technologies • Enable ease of movement within areas by teachers and students • Optimise available functional surfaces on walls, etc. • Be readily adaptable by users and accommodate variation in class size, disciplinary content or teaching methods

NEW GENERATION LEARNING ENVIRONMENT DESIGN The idea of an integrated ‘learning landscape’ is a valuable organising concept when viewing the layout of an educational institution. Learning opportunities are enhanced with greater connectivity between formal and informal learning spaces, as well as effective indoor and outdoor linkages. By breaking down the concept of the ‘classroom box’ as the primary place of learning in this way, more integrated and flexible environments are possible that promote individual responsibility for learning that can occur across a variety of places and times within the overall campus setting or beyond. Operationally, it means that the school can readily transform itself to meet short-term critical needs or long-term strategic changes.

Unlike traditional classrooms (and schools) which prioritise the role of the teacher and the act of teaching, the design of contemporary learning environments prioritise student learning and the activities that students undertake to learn. In essence, they are designed to empower and enable students to take greater responsibility for their learning through choices and control over what they do to learn, where and when they do it, and who they engage with on the task.

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3.3 LANDSCAPE VISION

The landscape design strategy aims to provide a range of outdoor experiences to promote diversity in learning/socialising potential. Through the provision of a range of green amenity spaces within multiple contexts created by the highly structured built form, enriched learning experiences are provided that maximise the use of space on a relatively constrained site, and offer the recognised valuable benefits of planting in a work and study environment.

Based on the unrivalled advantages offered by the site context, the approach to reaping the greatest benefit of this rich environment for learning has been through exploration of the following guiding principles:

• Celebrate the Garden Context: Make use of the strong presence of parklands, the Botanic Gardens and Adelaide’s premier avenue of mature plane trees as ‘borrowed landscape’ to create a school-in-a-garden setting • Blur the Boundaries: Encourage a fenceless environment where the school boundary is blurred into the parklands setting • Use the Plinth to Full Effect: Activate the edges to provide a hub for social gathering, student relaxation and private study. The plinth can be used to act as a passive security device, and to increase the street presence of the building • Maximise Outdoor Learning Opportunities: Provide ample opportunity for outdoor learning, both in organised groups and during break times, along with a range of outdoor experiences to encourage diversity in learning/socialising potential • Integrate within the Greater Education Precinct: Make use of the strong historical axis emanating from the Barr Smith Library to encourage links to and from the University

The landscape design intent is to: • Provide informal external learning spaces within the landscape, such that building and landscape become learning tools in themselves (“anywhere, anytime learning”) • Provide fully accessible paths of travel to all external areas of the campus • Create an open ‘town square’ plaza at the Frome Road frontage to the school, with multiple seating options for students and visitors, clear sightlines to Frome Road’s vehicular and cycle traffic, and emergency access for fire trucks to new hydrant booster. • Develop a wide plinth to the perimeter of the building to create a terraced active plaza space, particularly concentrating on the northern and eastern sides for wide undercover terraces immediately adjacent both the Library and the Cafe. In between, the terraces of the plinth are stepped to create a series of intimate hubs for social gathering, student relaxation and private study. • Integration of street furniture such as seating and study benches into the stepped terraces of the plinth to take advantage of level change and avoid balustrading • Offer passive security through level change at the building’s perimeter plinth, and avoidance of fencing the site’s boundaries • Establish a car-free landscape dedicated to active and passive recreation of students • Develop the Level 2 and Level 6 roof garden for maximum flexibility of uses, from informal play and socialisation to formal outdoor classes and out of hours events. • Ensure both custom designed and selected proprietary street furniture are of robust construction, with quality materials and fabrication, and requiring low levels of maintenance • Remove nineteen existing trees on the site, including three Regulated Trees subject to approval, and replant with a minimum of forty new tree plantings. • Investigate opportunities to utilise designated areas located across site boundaries on New CBD School | DAC Submission | 2016 page 11 DAC SUBMISSION

neighbouring property to achieve: o maximised use of the existing line of shade trees located within Botanic Park, north of the site, by extending open lawn areas to the tree line and providing paths and bench seating and gardens and backed by a low level, high quality finish fence to differentiate the school from the public park o areas for informal sports and PE activities located to the east of the site on ACC land, with an large open playing field near the Botanic Gardens western fence line, and a half-size hardcourt located between the school site and the existing swale, for shared use between students under supervision and the general public o new public gardens along the southern boundary of the school site with potential for shared use between students under supervision and the general public

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6DRAWINGS

DAC-01(1) - LOCALITY PLAN DAC-02(1) - MASTERPLAN DAC-03(1) - EXISTING CONDITIONS PLAN DAC-04(1) - SITE PLAN DAC-05(1) - STREETSCAPE ELEVATION DAC-06(1) - BASEMENT GA PLAN DAC-07(1) - GROUND LEVEL GA PLAN DAC-08(1) - LEVEL 1 GA PLAN DAC-09(1) - LEVEL 2 GA PLAN DAC-10(1) - LEVEL 3 GA PLAN DAC-11(1) - LEVEL 4 GA PLAN DAC-12(1) - LEVEL 5 GA PLAN DAC-13(1) - LEVEL 6 GA PLAN DAC-14(1) - LEVEL 7 GA PLAN DAC-15(1) - ELEVATIONS DAC-16(1) - ELEVATIONS DAC-17(1) - SECTIONS DAC-18(1) - SECTIONS DAC-19(1) - PERSPECTIVES DAC-20(1) - PERSPECTIVES DAC-21(1) - PERSPECTIVES DAC-22(1) - SHADOW DIAGRAMS DAC-23(1) - SHADOW DIAGRAMS DAC-24(1) - LANDSCAPE PLAN GROUND LEVEL DAC-25(1) - LANDSCAPE PLAN LEVEL 2 DAC-26(1) - LANDSCAPE PLAN LEVEL 6

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7 APPENDICES

7.1 PLANNING ASSESSMENT 7.2 TRAFFIC, PARKING AND PEDESTRIAN IMPACT STATEMENT 7.3 ELECTRICITY DECLARATION FORM 7.4 STATEMENT OF ENERGY EFFICIENCY 7.5 STORMWATER MANAGEMENT PLAN 7.6 WIND IMPACT STATEMENT 7.7 ACOUSTIC REPORT - NOISE IMPACT STATEMENT 7.8 SITE CONTAMINATION ASSESSMENT 7.9 ABORIST REPORT 7.10 SITE INFRASTRUCTURE 7.11 BUDGET

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7.1 PLANNING ASSESSMENT

New CBD School | DAC Submission | 2016 Cox Architecture 26-Aug-2016

New CBD School

Development Assessment Report

26-Aug-2016 Prepared for – Cox Architecture – ABN: 9000253589 AECOM New CBD School

New CBD School Development Assessment Report

Client: Cox Architecture

ABN: 9000253589

Prepared by

AECOM Australia Pty Ltd Level 28, 91 King William Street, Adelaide SA 5000, Australia T +61 8 7223 5400 F +61 8 7223 5499 www.aecom.com ABN 20 093 846 925

26-Aug-2016

Job No.: 60492284

AECOM in Australia and New Zealand is certified to the latest version of ISO9001, ISO14001, AS/NZS4801 and OHSAS18001.

AECOM has prepared this document for the sole use of the Client and for a specific purpose, each as expressly stated in the document. No other party should rely on this document without the prior written consent of AECOM. AECOM undertakes no duty, nor accepts any responsibility, to any third party who may rely upon or use this document. This document has been prepared based on the Client’s description of its requirements and AECOM’s experience, having regard to assumptions that AECOM can reasonably be expected to make in accordance with sound professional principles. AECOM may also have relied upon information provided by the Client and other third parties to prepare this document, some of which may not have been verified. Subject to the above conditions, this document may be transmitted, reproduced or disseminated only in its entirety.

26-Aug-2016 Prepared for – Cox Architecture – ABN: 9000253589

AECOM New CBD School

Quality Information

Document New CBD School

60492284 Ref p:\604x\60492284\6. draft docs\6.1 reports\planning report\new cbd school_devt assessment report - final report - 1250 student capacity.docx

Date 26-Aug-2016

Prepared by Brenton Burman, Tom Hateley

Reviewed by Michael Davis

Revision History

Authorised Revision Revision Details Date Name/Position Signature

A 19-Apr-2016 Initial Draft Brenton Burman Technical Director, Transport and

Advisory B 14-Jun-2016 Revised draft for internal Brenton Burman review Technical Director, Transport and

Advisory C 15-Jun-2016 Revised Draft for Client Brenton Burman Review Technical Director, Transport and

Advisory D 22-Aug-2016 Revised Draft for Client Brenton Burman Review 1250 Student Capacity Technical Director,

Transport and Advisory E 26-Aug-2016 Final Report - 1250 Student Brenton Burman Capacity Technical Director,

Transport and Advisory

26-Aug-2016 Prepared for – Cox Architecture – ABN: 9000253589

AECOM New CBD School

Table of Contents Acronyms i 1.0 Introduction 1 2.0 Project Background 2 2.1 Project Summary 2 2.2 Project Objectives 4 3.0 Subject Site and Locality 5 3.1 Heritage Status 6 4.0 Proposed Development 8 4.1 School Buildings and Structures 8 4.2 Internal Arrangement of Spaces 9 4.3 Design and Appearance 9 4.4 Landscaping 10 4.5 Hours of Operation 10 4.6 Regulated Tree Removal 10 4.7 Transport, Vehicle Access and Parking 11 4.8 Statement of Energy Efficiency 13 4.9 Site Contamination 13 5.0 Strategic Context Overview 14 5.1 State Government 14 5.2 Adelaide City Council 14 5.3 The Adelaide Park Lands 15 6.0 Development Application Processing Procedural Matters 18 6.1 Staged Development Plan Consent 18 6.2 Contractor’s Environmental Management Plan (CEMP) 19 6.3 Elements for Consideration outside of the Subject Land 19 7.0 Development Plan Assessment 21 7.1 Zone and Policy Area Assessment 21 7.1.1 Park Lands Zone 21 7.1.2 Botanic Park Policy Area 19 24 7.2 Council Wide Assessment 25 7.2.1 Living Culture 26 7.2.2 Community Facilities 26 7.2.3 Environmental 26 7.2.4 Heritage and Conservation 27 7.2.5 Built Form and Townscape 28 7.2.6 Squares and Public Spaces 29 7.2.7 Transportation and Access 29 7.2.8 Economic Growth and Land Use 31 7.2.9 Park Lands 31 7.2.10 Regulated Trees 32 8.0 Summary and Conclusions 33 Appendix A Certificate of Title A Appendix B General Registry Office (GRO) Plan B Appendix C Strategic Context C

26-Aug-2016 Prepared for – Cox Architecture – ABN: 9000253589

AECOM New CBD School

List of Figures Figure 1 Existing Reid building viewed from the south (2016) 2 Figure 2 Site and Locality Plan 6 Figure 3 National Heritage Listing – Adelaide Park Lands (Source: Department of Environment, Water and Natural Resources) 7 Figure 4 Location of 19 trees assessed by Arborman Tree Solutions (Base Map Source: Google Maps 2016) 11 Figure 5 Botanic Park Lands and Adelaide Zoo Precinct (Source: draft Adelaide Park Lands Management Strategy, Adelaide City Council) 17 Figure 6 Broader Precinct Plan 20

26-Aug-2016 Prepared for – Cox Architecture – ABN: 9000253589

AECOM New CBD School i

Acronyms ACC Adelaide City Council CBD Central Business District CEMP Construction Environmental Management Plan CLMP Community Land Management Plan DECD Department of Education and Child Development (SA) DPTI Department of Planning, Transport and Infrastructure (SA) ESD Environmentally Sustainable Design GRO General Registry Office HVAC Heating, ventilation and air conditioning PDC Principle of Development Control STEM Science, technology, engineering and mathematics UniSA University of South Australia

26-Aug-2016 Prepared for – Cox Architecture – ABN: 9000253589

AECOM New CBD School 1

1.0 Introduction AECOM Australia Pty. Ltd. (AECOM) has been commissioned by the Department of Education and Child Development (DECD) together with the Department of Planning, Transport and Infrastructure (DPTI), to prepare a Development Assessment Report to accompany the Development Application for the New CBD School. AECOM is part of a wider project team, the Elevate Partnership, consisting of Cox Architects, Design Inc., KBR, TCL, DECD and DPTI. The New CBD School project will introduce a second City-based public high school located at Lot 1 Frome Road, Adelaide incorporating the adaptive re-use of the existing University of South Australia (UniSA) Reid building. The new school (educational establishment) will accommodate 1,250 students (years 8-12) with a special focus on health and sciences incorporating transformational learning spaces. It will be the first ‘vertical school’ in South Australia where classes will be held in a multi-storey building with a limited footprint. When complete, this new high school will assist in addressing the increasing demand for secondary education within the City and surrounding suburbs and alleviate enrolment pressures for the existing Adelaide High School on West Terrace. Located near UniSA, the University of Adelaide, the Adelaide Zoo and the Old Royal Adelaide Hospital, this is a unique opportunity to develop a school which is not simply located within the City precinct, but whose learning, community and educational program engages with, and becomes a positive contribution to, the City’s life and identity. The project presents a distinctive opportunity to create a school that will deliver a leading-edge educational environment for secondary students, one that is based on a foundation of innovation, allowing it to purposely serve education well into the future. The design of the school will be targeting a 5-Star Green Star Design and As-Built rating. Environmental sustainable design (ESD) initiatives have been proposed that reduce ongoing operational costs and minimise environmental impacts, whilst providing a facility that will attract students wishing to develop a range of academic and practical skills and create a valuable space for the wider community. The New CBD School requires Development Approval under the Development Act 1993. This Development Assessment Report forms a component of the overall Development Application for the New CBD School, prepared by the Elevate Partnership. This report provides an overview of the proposed development, the legislation and planning policies that impact the assessment of the application, and an assessment of the proposed development against the Adelaide (City) Development Plan.

26-Aug-2016 Prepared for – Cox Architecture – ABN: 9000253589

AECOM New CBD School 2

2.0 Project Background Currently there is a high demand for secondary education within the City. The existing zoning for Adelaide High School services a number of suburbs south-west to north-east of the CBD, but is increasingly overcrowded and faces issues with enrolment capacity. As The 30-Year Plan for Greater Adelaide (released in February 2010) encourages development in the City and along transport corridors and in areas surrounding the City, planning policies have been updated to encourage an increase in density and inner-city population, placing greater need for increased secondary education facilities. The draft update to The 30-Year Plan for Greater Adelaide released on 25 August 2016 further reinforces a shift to inner suburban infill and regeneration. In November 2013, the State Government announced plans for a second City high school with capacity for 1,250 students. The new school catchment zone will include Bowden, Brompton, Hindmarsh, Hilton, Kurralta Park, Glandore, Black Forest, Nailsworth, Medindie, Medindie Gardens, Gilberton, Walkerville, Collinswood, as well as eastern parts of Torrensville, Mile End, Richmond, Marleston and the section of Clarence Park zoned to Black Forest Primary School. In June 2015, the government announced the new City school would open in 2019, with special focus on Sciences, Technology, Engineering and Maths (STEM) and be based in a refurbished building on Frome Road – the Reid Building. The building would be purchased along with surrounding land from UniSA. The New CBD School will complement the recent upgrade to Adelaide High School and support the zoning changes for secondary education within the CBD and surrounds, as well as develop a landmark building within this key location in the city’s east-end, setting the benchmark for a new way of teaching and learning within South Australia.

Figure 1 Existing Reid building viewed from the south (2016)

2.1 Project Summary A school for the 21st century must necessarily challenge longstanding views about the purpose of a school and its physical form which have evolved over generations. The New CBD School will be a ‘transformative place’ intended to lead educational developments in South Australia and nationally, and to challenge our thinking about the nature of campus-based learning.

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AECOM New CBD School 3

The New CBD School will place an explicit emphasis on ‘learning’, understood as a process involving active enquiry, discovery, collaboration, research, applied knowledge, innovation and entrepreneurship, which will be pursued through the school’s focus on STEM programs and the areas of Science and Health studies. It will be a place that is transparently connected to its immediate precinct, putting student learning on display by providing visibility into the building for passers-by to create interest in its educational activities, whilst enabling views into formal learning spaces from within the building and offering views across the various levels of the building for visitors and occupants alike. In breaking down the traditional ‘classroom box’, it will also create opportunities to encounter students undertaking learning activity throughout the school’s internal settings, around the perimeter of the school’s external boundary and in the wider community as students engage with resources and undertake tasks away from the school. As an inclusive and dynamic learning community, the school will contribute to a vibrant and safer city through its active engagement with its precinct neighbours to initiate and host a range of extra curricula programs. For instance, the school can readily serve as a venue for arts and other cultural events; or function as a ‘residential base’ for remote school groups visiting Adelaide during term breaks. As a 21st century learning environment, in which the physical setting is integral to the learning process, the school is designed to extend the learning opportunities and enrich the student experience through the physical form and composition of its buildings, its internal settings and its external environment. At a campus level, the design of the school will generate a sense of journey for staff, students and visitors as they move between internal settings of various scale and purpose, but which are shaped by an overriding intention to invite occupation and use, and to promote curiosity about the activity of others. It will be a school which enables teachers and students to occupy and use the spaces within it according to their specific needs and preferences at a particular moment in the school day, or for an extended duration during a week, a semester or regularly throughout the year. Overall, the suite of formal and informal learning spaces will: - support a wide range of learning activity, emphasising active, collaborative learning tasks - encourage innovative practices - seamlessly incorporate it/av technologies - enable ease of movement within areas by teachers and students - optimise available working surfaces on walls, etc - be readily adaptable by users - readily accommodate variation in class size, disciplinary content or teaching methods. The school also will be connected digitally to a broad network of entities and resources creating a dynamic institution, seamlessly blending physical and digital environments, to further extend the opportunities for teachers and students. To this end, the school is conceived as an experimental platform enabling students and staff to work in new and various ways, both within the formal learning spaces and more broadly throughout the entire school campus, to build mediated collaborations, partnerships and shared activity across distance, time and educational institutions. The school design seeks to provide improved land use outcomes for the wider community, and includes the adaptive re-use of the existing UniSA Reid building with the development of a similar shaped building parallel, joined by an atrium. The overall development has sought to incorporate environmentally sustainable design principles and an overall ethos, such as discouraging further reliance on private motor vehicle transport by not providing any staff or student car parking onsite and encouraging the use of bicycles and public transport. The key components of the proposed development include: - capacity to accommodate up to 1,250 students from years 8 to 12 - adaptive re-use of the existing Reid building (with a total height of 28.94 metres (6 storeys) above ground level and lift core), which will be refurbished and upgraded to form the ‘northern building’ and will incorporate solar panels across half of the roof area - a new building, which will be developed to the south of the existing building, known as the ‘southern building’ which will be 7 storeys to a total height of 32.55 metres above ground level (also incorporating roof plant)

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- linking the two buildings by a large central atrium, which will form the main school entrance and the ‘heart’ of school activity, enhancing the vertical school design - shared use facilities including library, gallery, cafe, gymnasium, and performing arts centre - administration and support facilities to meet operational needs and provide facilities for enrolments - ground level outdoor learning and passive areas, and incorporation of shade and soft and hard recreation areas, with a roof terrace for recreation and learning opportunities over the gymnasium - safe and convenient site access, egress and security, including Frome Road frontage and Botanic Park access - limited on-site car parking (only three (3) service vehicle access and disability accessible car parking bays will be provided onsite) to encourage sustainable travel - significant bicycle parking (200 spaces), including end-of-journey facilities - onsite water collection and reuse to reduce water consumption - solar collection to reduce energy consumption and generate energy - naturally ventilated atrium space to reduce energy consumption. Additionally, an end user working group has been established in the absence of an established governing council and school community. The working group comprising of Principal Representatives from key schools along with the DECD Principal Project Director and the Governance Steering Committee endorse the redevelopment and scope of works in this project. Throughout each stage of this project the working group has been closely involved with direct representation on the project development. Extensive collaborative consultation with subject specialist teachers as well as students from schools within close proximity to the CBD has been also undertaken to develop the design of the school.

2.2 Project Objectives The Elevate Partnership has developed a number of key design principles for the successful design and development of this project, namely: - part of an education precinct - new school identity and address - new town square – an activated ground plane - contemporary learning environment - learning on display - ‘active atrium’ as the heart of the school - celebrate a park land setting - a sustainable approach These objectives have been at the heart of the project and the various iterations of the building design. It should be noted that the proposed development has been designed to recognise the Park Land context, and has sought to utilise an integrated and open design by not including fencing surrounding the site and arranging the various elements of the buildings in a manner that seeks to flow out to the surrounding Park Lands.

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3.0 Subject Site and Locality The subject site, situated at Lot 1 Frome Road, Adelaide, is formally identified on Certificate of Title Volume 5988 Folio 27, Lot 1 of Deposited Plan 28393, being approximately 7,304 square metres in area. The Custodian of the site registered on the Certificate of Title is the Minister for Education and Child Development. A copy of the Certificate of Title is attached to this report in Appendix A. The Certificate of Title indicates that the site is subject to two electricity easements along the northern boundary, and a ‘Schedule of Dealings’ relating to: - dedicated pursuant to section 18 of the Crown Lands Management Act 2009 [section 18 relates to ‘Dedicated Land’] - custodian subject to conditions pursuant to section 20 of the Crown Lands Management Act 2009 [section 20 relates to ‘Care, control and management of dedicated land’]. The site of the New CBD School is under the custodianship of UniSA, and is dedicated as ‘School Reserve’ pursuant to the Crown Lands Act 1929. The land is currently used as an educational institution and is intended, as part of this application, to continue to be used as an educational institution – being a public high school. As a separate process to the assessment of the application pursuant to the Development Act 1993, the land will be placed under the care, control and management of the Minister for Education and Child Development, subject to the Minister for Sustainability, Environment and Conservation exercising his direction in this regard under the Crown Lands Management Act 2009. The site of the proposed development is located within the Adelaide Park Lands, as shown in the General Registry Office (GRO) Plans for the Adelaide Park Lands, which are included in Appendix B. The GRO Plans identify the tenure and care, control and management of land parcels within the Park Lands, and indicates that the subject site is under the ‘Care, Control and Management of Government Agencies and Instrumentalities’. The subject site presently contains the existing Reid building which was built in 1958. This six-storey building is currently used by UniSA for pharmaceutical and biomedical sciences. The site of the New CBD School is located in a park land setting, with the eastern side of Frome Road consisting of the Adelaide Zoo, Botanic Park and Botanic Gardens, and the existing Royal Adelaide Hospital site. The western side of Frome Road consists of the UniSA City East Campus, and the University of Adelaide main campus (see Figure 2 below). There is an existing internal access road along the length of the southern boundary of the subject site. The subject site is relatively flat, rectangular in shape with a frontage of approximately 73 metres to Frome Road, a depth of approximately 100 metres and a total site area of 7,304 square metres. The site is located to the southeast of the intersection of Frome Road and Victoria Drive.

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Figure 2 Site and Locality Plan

3.1 Heritage Status The proposed New CBD School will be located off Frome Road within the Adelaide Park Lands, and adjacent to Botanic Park and the River Torrens. The importance of the River Torrens to Aboriginal people of the Adelaide region is well documented, with waterways being important living areas and burial locations as well as having ethnographic associations. The River Torrens is equally significant for the European Heritage of Adelaide, providing first settlers with a fresh source of water. Both heritage aspects are briefly discussed as follows. Aboriginal Cultural Heritage Preliminary investigation of the Aboriginal Affairs and Reconciliation of the Department of State Development Central Archive has identified that there are sites previously recorded located within or immediately adjacent to the project. Specifically, it has been identified that there is a burial site within 100 metres of the Reid building. A cultural heritage risk assessment has been conducted over the project area – indicating that there remains a high risk of cultural material being present in previously undisturbed soils. European Heritage The proposed New CBD School location is situated within the Adelaide Park Lands, which were surveyed as part of Colonel William Light’s plan for the City of Adelaide in 1837. The Park Lands are listed on the Commonwealth Register of National Heritage Places (Adelaide Park Lands and City Layout) regarded as a “masterwork of urban design and signifies a turning point in the settlement of Australia. It was the first place in Australian to be planned and developed”. Specifically, the ‘Adelaide Park Lands and City Layout’ is registered on the National Heritage List, which is depicted on Figure 3 that follows. The National Heritage Listing of the ‘Adelaide Park Lands and City Layout’ excludes the CBD High School site from the National Heritage Listing.

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Figure 3 National Heritage Listing – Adelaide Park Lands (Source: Department of Environment, Water and Natural Resources)

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4.0 Proposed Development The proposal for the New CBD School includes the reuse and enhancement of the existing Reid building. This will be complemented by a new building proposed to the south and linked to the existing Reid building through a central atrium and will utilise the associated concrete plinth. The following is a description of the nature of the development proposed: - retention and upgrade of existing Reid building, including construction of the new building to the south and central connecting atrium - associated landscaping and recreation areas - removal of three (3) regulated trees. The proposed development is to be developed in stages which will include the refurbishment of the existing building, preliminary ground works and tree removal and construction of the new ‘southern’ building. As a result a staged consent is being requested to ensure the efficient development of the project. It should be noted that the proposed development does not constitute a change of land use as the subject site is currently utilised by UniSA as an educational establishment, which will be continued through the New CBD School development. The school will comprise a number of functional spaces including general learning areas, administration/staff areas, a library, a canteen/cafe and specialist learning areas including: - performing arts - food technology - design - science - visual arts and media - physical education (PE) - health. Different space types will operate under varying time schedules and occupancies and will therefore require separate building services such as heating, ventilation and air conditioning (HVAC). Consideration of services zoning to separate areas of different functional uses will be required to maximise the operational efficiency of the st facility. Flexibility in building services will be key to ensuring that 21 century teaching spaces maintain comfort levels.

4.1 School Buildings and Structures The northern building (existing Reid building) will be refurbished and upgraded and a new building will be constructed to the south connected through a central atrium forming the ‘common area’ and thus the ‘heart’ of the school. The school buildings will be approximately 28.9 to 32.5 metres in height incorporating 6 and 7 storeys and a range of learning spaces and breakout areas on all levels, as is the approach of a vertical school. The main access to the school building will be via the west off Frome Road through an entry terrace area incorporating ramps and stairs leading up to the buildings recognising the existing plinth on which the Reid building is built. The plinth will provide a secure line to the school with a 1.5m floor level change, and create a civic ‘presence’ within the streetscape. This plaza area will be an activated ground space incorporating landscaping, seating and bicycle parking spaces and will be the main focal point of the building at pedestrian level to the street. Limited on site car parking will be provided incorporating three (3) service vehicle and disability accessible car parking bays located within the basement area of the building. Also located within the basement will be the teacher preparation areas, bicycle parking for 170 spaces, and end-of-journey facilities (being lockers and showers). A further 30 bicycle parking spaces will be provided at the plaza level.

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The following is a summary of the gross leasable floor areas of the existing and proposed structures:

Area Type Areas (square metres) South Building 7,301 North Building (Reid Building) 5,566 Basement 1,605 Gym 929 Interconnected central space 472 TOTAL 15,873

In addition to the above, the development incorporates terraced areas surrounding the building totalling 3,095 square metres.

4.2 Internal Arrangement of Spaces External relationships with the park land setting are facilitated on all levels through use of openable facades and planted terraces. Education spaces are shared and overlap designed to promote flexible use and to enable widespread visibility of student learning activity, and teaching practices, across floors. The versatile landscape of learning environments will support diverse use, including both formal and informal learning activity. It designed to embrace contemporary education that is multi-disciplinary. The school reception is located adjoining the main entrance which leads to an open ‘café’ area and a series of tables and breakout areas for students. A resource centre (library) and café (canteen) will be located to the north, with a ‘design/technology’ room near the centre; all located on the ground level. Student services and leadership staff offices are accommodated on the first floor. Teacher preparation, staff commons, general learning areas as well as specialist spaces for science, food technology, design technology, visual and performing arts and media studies are provided on the floors above. There are spaces for Music and Drama in the basement. A gymnasium will be located the south-east of the school building, with a series of change rooms to the west of the gym and windows to the southern and eastern elevations to enable passive surveillance and access to natural light. Above the gym is a roof terrace which provides the school with a large external space .Additional upper level terrace areas are proposed within the southern elevation of level 4 and at the western end of level 6 within the southern building. At ground level the connection between inside and outside is accentuated through the café, library and gym spaces that meld outward through openable facades, transitioning to terraced learning areas. A large ground level terrace area is proposed to the north of the main building entrances which is accessed from the plaza and will incorporate landscaping and seating areas to be used during school breaks. The learning commons and flexible areas also double as social spaces; likely to be highly utilised during inclement weather. Connection to the floors above and below is via the main circulation stairs and the two existing lifts. Link ways are provided between the two buildings on each floor where possible.

4.3 Design and Appearance The New CBD School will welcome the wider community with the plaza and central interconnected space. The plaza level features the research centre, gallery, café, gym, design technology, media studies, and an outdoor learning terrace. The main reception point on this level provides a welcoming entrance into the school, and allows unobstructed visibility of all who enter the building to enhance the safety of students, staff and visitors of the school. The New CBD School will have a timeless material palette that responds to its park land setting, whilst establishing a contemporary and high quality building that positively contributes to the streetscape and broader locality of the site.

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Joinery and spatial layout of the school is designed with close collaboration with the end users and in consideration of DECD Design Standards and Guidelines. Future proofing the development including life span, aesthetics and maintenance is an important consideration in colour and material selections. The following is a summary of the materials used in the walls and roof of the proposed development:

Overview of building materials Walls - Anodised aluminium shading screen - Glazing systems to various school elevation treatments - Zinc and timber clad feature pod projections - Precast concrete shear walls and base cladding elements - Composite metal cladding to existing Reid building core - Operable façade elements where required - Main entry/atria frameless glazing system

Roof - Sheet metal cladding replacement of existing roof - ETFE central space roof - Concrete roof to South Building

4.4 Landscaping The landscaping and outdoor learning areas associated with the proposed school have been designed around the principles of indigenous planting, drought-tolerant species, re-use of rainwater for irrigation and shading and screening benefits to the buildings. The landscaping of the subject site will enhance the appearance and aesthetics of the school facility, and will complement the park land setting and natural attributes of the locality. A series of landscaping plans have been prepared and submitted as part of this application, which depict the landscaping within the site boundaries, and also landscaping within the recreation areas including the hard court, gardens, paths and upper level courtyard space. This application only relates to the elements within the boundaries of the subject land. Additional landscaping, fencing and hardstand areas outside the boundaries of the subject land are dependent upon continuing discussions with Adelaide City Council and the Botanic Gardens. These elements will be subject to separate applications if required.

4.5 Hours of Operation The general hours of operation of the New CBD School align with the typical DECD operational times for secondary schools. Namely, the hours will generally be Monday to Friday, 8.00am to 9.00pm, which includes the reception area and research centre, with the gymnasium likely to be the only facility within the school that is open on weekends (being from 8.30am to 5.00pm). Basement access will be available from 7.30 am to 6.00pm on weekdays. Some school-based events and activities may occur out of typical teaching hours, such as school sports in the gymnasium and performing arts performances; however these activities will likely occur within the general school hours of operation specified above. School facilities, such as the gymnasium, will be made available for public and community use outside of school hours.

4.6 Regulated Tree Removal Arborman Tree Solutions were engaged to undertake a Preliminary Tree Assessment and prepare an Arborist Report for 19 trees on the subject site. The Report is attached to the development application documentation. The purpose of this assessment was to identify trees suitable for retention within a future development through the use of a Tree Retention Rating system. A total of 19 trees were assessed (the locations shown in Figure 4) and three trees have been identified as Regulated Trees under the Development Act 1993. As part of the proposed development, all 19 trees are required to be removed to enable the construction of the southern building and associated development. The Regulated Trees that require removal are summarised in the table below:

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Tree Trunk Tree Retention Species Health Structure Risk Level No. Circumference Rating 9 Lemon Scented Gum 2.26 metres Fair Poor Low Moderate (Corymbia citriodora) 11 Lemon Scented Gum 2.1 metres Good Fair Moderate Low (Corymbia citriodora) 16 Canary Island Pine 2.06 metres Good Good Moderate Low (Pinus canariensis)

In summary, the Arborman Tree Assessment recommends that tree no. 9 is removed, whilst trees no. 11 and 16 are recommended for retention. Due to the extent of the development footprint and removal of the existing car park and access road to the east and south of the site, it is not possible to retain these three trees as this will severely constrain development that is considered to be reasonable and expected in this location. Accordingly the three Regulated Trees are proposed to be removed as part of this application; with suitable planting offsets to be negotiated with Adelaide City Council.

Figure 4 Location of 19 trees assessed by Arborman Tree Solutions (Base Map Source: Google Maps 2016)

Note: the three (3) Regulated Trees identified above are shown with red dots on the above map.

4.7 Transport, Vehicle Access and Parking A Traffic Impact Assessment Report has been prepared by AECOM for the proposed development which included traffic and parking data collected by DPTI and Adelaide City Council between 2012 and 2015, and parking counts undertaken by AECOM in 2016. The Report is attached to the development application documentation. Key relevant points are highlighted below. School Drop-Off Area Typically school drop-off and pick-up times are within a short period of the workday week; causing congestion on surrounding local road networks. A greater level of congestion is typically experienced at afternoon pick-up time

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(typically 2.30pm to 3.30pm depending on the location and school finishing time) as parents would generally arrive earlier and have to find a location to park and wait until school classes end. Drop-off in the morning (typically 8.30am to 9.00am) is a relatively quick and easy manoeuvre, particularly for high school students, as students are able to quickly disembark and walk to class. As the New CBD School is located within the City and in an area well serviced by other modes of transport, the demand for a dedicated “Kiss and Drop” areas would be much lower compared to a suburban high school. The proposed “Kiss and Drop” area for the school will be located over existing car parking spaces north of the Victoria Drive signalised intersection on both sides of Frome Road. These spaces would operate as a ‘no parking zone’ during the peak drop-off and pick-up times but would convert back to time controlled parking outside of peak school hours. Locating the “Kiss and Drop” area over existing parking spaces does not change the cross-section of Frome Road. Furthermore, the “Kiss and Drop” area will be ideally located in close proximity to the main school entrance (approximate 100 metres north of the entrance) on both sides of Frome Road north of Victoria Drive. Again, ongoing discussions are being undertaken with Adelaide City Council in relation to such a facility. Site Accessibility The primary access points for the New CBD School will be the existing Frome Road signalised intersections. These locations will not only have the most capacity to accommodate traffic movements but offer improved safety for turning movements when compared with an uncontrolled access. They also address sightline limitations created by the large trees on Frome Road. Major access on North Terrace is not desirable, due to the close proximity to the adjacent signalised intersections and the existing congestion and queuing on this road. Reducing the number of conflict points along North Terrace will improve safety for all road users, particularly pedestrians. It will also decrease the accident potential along this section of the road. Car Parking It is recognised that the DECD Design Standards (DECD14/5606) state: “Car parking shall be provided for staff and visitors located close to and in view of the Administration area, and designed to avoid conflict between pedestrian, student and bicycle access and site circulation. Provide one car parking space for each staff member (full time equivalent) plus 10% for visitors (or five spaces whichever is greater).” Despite this recommendation, it is noted that this standard is not desirable nor is it possible given the restricted space and location of the New CBD School, and both the objectives of the State Government, and also the project design, to further encourage sustainable modes of transport within the CBD. A very limited number of three (3) car parks will be provided within the basement area to cater for disability parking, pool cars and service vehicles only. These car parks will be designed in accordance with the relevant Australian Standards. The parking survey identified that there were over 5,000 car parking spaces available within the ‘East-End’ of the City and within walking distance of the subject site. This excludes the nearby current Royal Adelaide Hospital car park, as its future is unknown due to a pending redevelopment of the site when hospital activities are relocated to the new Royal Adelaide Hospital site. Public Transport The subject site has good accessibility to existing public transport, with two bus stops and at least five bus routes available on Frome Road alone, with many more bus services available on North Terrace and Grenfell Street, approximately 400 metres south of the subject site. Additionally the Adelaide Railway Station, located approximately one kilometre south-west of the site, and tram services available on North Terrace, the greatest level of public transport choice is available to service the New CBD School. Active Transport The subject site is ideally located within the City, which has a well-connected and permeable walking and cycling network providing substantial choice and convenience for students, teachers and visitors to the New CBD School. There is an existing segregated bikeway along Frome Street between Pirie Street and Carrington Street, and Adelaide City Council is also considering an extension of the bikeway along Frome Street to North Terrace, and along From Road to the River Torrens in the near future.

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4.8 Statement of Energy Efficiency The project team recognise the importance and benefits of incorporating ecologically sustainable design (ESD) principles into the proposed development, in particular it is recognised that a facility: - With good environmental qualities will provide a positive work environment for students and staff; - That consumes less energy, reduces waste and encourages reuse of resources will provide benefits for both the school facility itself, and for the wider community. Accordingly, the following environmental sustainability targets have been incorporated into the design of the project to meet the energy efficiency provisions of the Development Plan and overall environmental philosophy of the project: - 5-star Green Star rating (designed and as built) - roof mounted photo-voltaic array (circa 20+KW) - rain water capture for land irrigation - low energy lighting throughout (use of LED and other high efficient lamp sources) plus intelligent lighting controls - energy efficient air-cooled chillers - thermal zoning - efficient fabric thermal performances - free heating and cooling (heat recovery, mixed mode) - use of evaporative cooling - water efficient tapware selection - fire system water capture and reuse. Furthermore, an ESD Report has been prepared for the proposed development and is incorporated in the Development Application material. The ESD Report provides further detail on the initiatives being undertaken to improve the energy efficiency and environmental sustainability of the proposed development in line with the project objectives. We request that the outcomes of the 5-star Green Star rating be provided as a Condition of Development Approval by DAC.

4.9 Site Contamination Golders Associates were engaged to undertake a contamination investigation for the subject site to support the design decisions for the development. This investigation identified that the key contamination issue is the presence of elevated concentrations of PAHs (polycyclic aromatic hydrocarbons) in fill. The summary letter noted that significant contamination of natural soil or groundwater had not been identified in previous investigations on the site. The investigations summary stated that “the proposed use as a high school is not sufficiently sensitive to trigger the need to obtain a Site Contamination Audit Report.” A copy of the Golders Associates summary report is provided with the application information submitted to DAC.

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5.0 Strategic Context Overview The following section is an overview of the key strategic planning documents that are relevant to the proposed New CBD School development, with a focus on State Government, Adelaide City Council and Adelaide Park Lands documents. A further detailed discussion on the strategic context of the project is included in Appendix C.

5.1 State Government The South Australian Government has released a number of strategic plans and policy documents that seek to guide the future development of the State as a whole. Whilst the strategic context of the proposed development is not a requirement of this section 33 development application, it is relevant to provide an overview of the strategic context of both the subject site and the project, noting that these documents provide positive support for the proposed development. The key State Government strategic documents relevant to this project include: - The South Australia’s Strategic Plan - The 30-Year Plan for Greater Adelaide - The Integrated Transport and Land Use Plan - The Department for Education and Child Development (DECD) Strategic Plan 2014 – 2017. Across these documents, there are consistent overarching themes of striving towards greater environmental sustainability through energy efficient buildings and encouraging use of public transport, coupled with a focus on providing services and infrastructure, such as education establishments, to support the growing population targets. The specific educational targets include a focus on higher SACE achievements and science, technology, education and mathematics (STEM) education. The New CBD School will support the overarching intent of these strategic documents and future development of the State through both the design of the development, its operation and the educational aspirations of the teaching approach.

5.2 Adelaide City Council The key Adelaide City Council strategic documents relevant to this project are: - City of Adelaide draft Strategic Plan 2016-2020 - Smart Move: The City of Adelaide’s Transport and Movement Strategy 2012-22 - Adelaide: One City, Many Places – A Spatial Vision for the Future of the City 2014 - Adelaide Park Lands Management Strategy – Towards 2020 - The Park Lands Community Land Management Plan – Chapter 11 - Tidlangga (Park 9),Warnpangga (Park 10), Tainmuntilla (Park 11). The New CBD School will seek to achieve the overarching vision of Adelaide City Council by developing a high quality building with an innovative educational approach that will contribute to the vibrancy and activity within the City. Furthermore, the proposed development will seek to encourage alternative modes of transport and a more sustainable way of working and learning, striving towards the ‘green’ vision of the City. It is recognised that the subject site is located within the Adelaide Park Lands, which are an important and cherished aspect of the City. The proposed development has sought to sensitively reuse the existing Reid building and further develop the site in a manner that is complementary to the surrounding Park Lands and does not extend beyond the boundaries of the site.

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5.3 The Adelaide Park Lands Given the importance of the Adelaide Park Lands to both the City and state as a whole, there are a number of key guiding strategic documents that should be considered in the context of the New CBD School. Adelaide Park Lands Management Strategy – Towards 2020 The Adelaide Park Lands Management Strategy ‘Towards 2020’ guides the directions and priorities relating to the Park Lands in accordance with the Adelaide Park Lands Act 2005. The strategy aims to increase the community’s formal and informal use of the Park Lands; protect the National Heritage Values; ensure the Park Lands are: - widely accessible to the public - safeguard the natural, cultural and heritage values - improve the quality of the landscape and facilities - ensure environmental and financial sustainability - improve community awareness of the natural and cultural heritage. The proposed site is identified on the Park Lands’ Priorities map as a part of a Cultural Domain, with Frome Road identified as a Green Road Linkage. The vacant site adjacent to the existing Reid building is highlighted as a Key Landscape Enhancement Site, maintaining the pedestrian connection to the Botanic Garden. Additionally the Tenure of the Adelaide Park Lands is outlined in Appendix C of the Strategy:

Future Plans or Title Reference Land ID Registered Existing Use Feasible Options CR5842/130 D2839. A1 University of University of SA Reid Current use to continue South Australia building. in short term. Opportunity Dedicated pursuant to s.5 of to lease to ACC. the Crown Lands Act 1929. Note: The Certificate of Title reference since the preparation of the Adelaide Park Lands Management Strategy.

Draft Adelaide Park Lands Management Strategy 2015-2025 The Draft Adelaide Park Lands Management Strategy 2015-2025, released for public consultation in February 2016, provides an intended framework for the ongoing development and management of the Adelaide Park Lands. This document has been prepared by the Adelaide City Council and the Adelaide Park Lands Authority. The Draft Strategy provides the following commentary and strategic direction for the Botanic Park Lands and Adelaide Zoo precinct, in which the proposed CBD High School is located: “The imminent redevelopment of the old RAH, together with the development of a new CBD School at the University of South Australia’s Reid Building and the O-Bahn tunnel on Hackney Road, are the key initiatives generating change in this precinct… Such initiatives are likely to entice more people into the precinct to make the most of the amenity and diverse attractions on offer. Integrating the old RAH site and new CBD School into a formal park setting will provide opportunities to enhance user and student engagement with the Botanic Garden for recreational and educational purposes.” Included as the ‘Highest Priority’ within Botanic Park Lands and Adelaide Zoo precinct is: “Integrate the new CBD school and old RAH sites with their Park Land context and maximise opportunities for connection and engagement with the Botanic Garden and the Zoo both physically, and in terms of education and research possibilities.” This precinct and list of key priorities is included in the figure that follows. Whilst not having a statutory weight in relation to the assessment of any development application under the Development Act 1993, the draft Strategy strongly signals the intentions of Adelaide City Council and Adelaide Park Lands Authority in relation to the future development of the CBD High School and its location, context and linkages within the Adelaide Park Lands.

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The Park Lands Community Land Management Plan - Chapter 11 - Tidlangga (Park 9),Warnpangga (Park 10), Tainmuntilla (Park 11) The Park Lands Community Land Management Plan (CLMP) provides management direction for the Adelaide Park Lands, as required by the Adelaide Park Lands Act 2005 and the Local Government Act 1999. The CLMP highlights the importance of the eastern Park Lands in terms of their recreational use, history and heritage items to be preserved. The proposed New CBD School development is located within Tainmuntilla (Park 11), which has both Kaurna importance and European significance as the western entry to the Botanic Gardens, and will form the completion of the original design connection with the University of Adelaide’s Barr Smith Library through a formal avenue.

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Figure 5 Botanic Park Lands and Adelaide Zoo Precinct (Source: draft Adelaide Park Lands Management Strategy, Adelaide City Council)

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6.0 Development Application Processing Procedural Matters A public school (educational establishment) project would typically fall under, Division 3—Crown Development and Public Infrastructure, section 49—Crown Development and Public Infrastructure of the Development Act 1993, as it is development to be undertaken by a State agency for the purpose of public infrastructure. However, as a result of the Adelaide Park Lands Act 2005, section 46 (Major Development) and section 49 (Crown Development) of the Development Act 1993 cannot be used for works within the Adelaide Park Lands. Accordingly, the proposed development within the Adelaide Park Lands will follow an approval process in accordance with Part 4—Development Assessment, Division 1—General scheme, Subdivision 1—Approvals of the Development Act 1993. The proposed development is for a school (educational establishment) within the Botanic Park Policy Area 19 of the Park Lands Zone within the Adelaide (City) Development Plan, consolidated 24 September 2015. It is noted that a section 29 amendment was Gazetted on the 31 March 2016; however, it is not yet consolidated. This amendment related to minor changes to Table Adel/1 State Heritage Places and associated mapping and does not impact on the policies relevant to the assessment of the proposed development. A school within the Botanic Park Policy Area is listed as an exclusion to non-complying listed uses and thus the application must be considered as a merit form of development. ‘Educational establishment’ is defined in Schedule 1 of the Development Regulations 2008 to mean: “a secondary school, college, university or technical institute, and includes an associated pre-school, primary school or institution for the care and maintenance of children”. The application is also for a Category 1 form of development, with no requirement for public consultation. The relevant authority for this application, as per Schedule 10 Part 4A – Development within the Park Lands of the Development Regulations 2008, is the Development Assessment Commission (DAC). The application, will involve a six (6) week referral to the Adelaide City Council pursuant to regulation 38 (2)(b) of the Development Regulations 2008. Additionally a referral to the Government Architect for a period of eight (8) weeks is also required pursuant to Schedule 8 of the Regulations where DAC must have ‘Regard’ to their response. Both Aboriginal and European Heritage have been considered in relation to this project. Whilst it is recognised that there are several State Heritage Listed items within the locality, including Palm House within the Botanic Gardens and the University of Adelaide fencing located on Frome Road, discussions with the State Heritage Branch have indicated that the proposed development will not materially affect any State Heritage Listed places and thus no referral is required. Additional consultation, including with the Minister for Aboriginal Affairs and Reconciliation and the Kaurna Aboriginal community, will be undertaken as part of a section 23 process under the Aboriginal Heritage Act 1988. The section 23 process involves seeking an authorisation to damage, disturb or interfere with an Aboriginal site or object, should any be encountered during construction of the project. A report has been prepared by EBS Ecology relating to Aboriginal and European heritage and is provided with the DAC application submission.

6.1 Staged Development Plan Consent Section 33 of the Development Act 1993 states that a development is approved if, and only if, all relevant consents have been granted. In this instance, Development Plan Consent and Building Rules Consent will be required. Due to the finalisation of the detailed design through the current tender process, the need to minimise disruption along Frome Road and within the locality, and the need to commence early works associated with the project, a staged Development Approval will be required. We request that such staged consent be noted as part of the current Development Plan Consent application process.

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6.2 Contractor’s Environmental Management Plan (CEMP) Once selected, the Design and Construction Contractor for the project will be responsible for developing a Contractor’s Environmental Management Plan (CEMP) for the works prior to commencing construction. The CEMP will be developed in accordance with the DPTI’s Contractor’s Environmental Management Plan Guidelines and the Contract Specification Environmental Requirements. The CEMP would detail how the environmental management requirements, as identified in the DPTI construction contract specification, would be implemented and managed on-site. The CEMP must also detail how the contractor will mitigate construction impacts and must document the contractor’s response to inspecting, monitoring, verifying, internal auditing, and correcting or improving environmental performance based on their design and construction methodology. The main elements of the CEMP will include: - a brief description of the project and the environmental objectives - details of the contractor’s Environmental Management System including environmental management schedules (such as a Soil Erosion and Drainage Management Plan) specifically related to the requirements of environmental legislation, the Environmental Management Plan and the construction contract specification - environmental aspects - a pre-construction assessment of all environmental aspects that could impact on the environment (e.g. vegetation, noise, vibration, air quality, water quality, contamination, heritage) - operational control - environmental procedures to manage all identified impacts and environmental protection requirements. These procedures shall include inspection and test plans and checklists. The CEMP will be prepared during the detailed design phase of the project.

6.3 Elements for Consideration outside of the Subject Land Whilst outside of the scope of the current development application, the project team has given consideration to opportunities and improvements beyond the subject land. Facilities such as a hardcourt play space (available for use by both the school and general public) immediately to the east of the school site, which is currently being considered and discussed with Adelaide City Council. Additionally there will be improvements to landscaping and pedestrian and cycle access surrounding the site. To complement the onsite sport and recreation facilities to be provided as part of the development, and recognising the fairly limited footprint of the subject site, the operation of the school will include a formal arrangement with the University of Adelaide to utilise the sporting ovals and facilities at Parks 10 and 11 located to the north of the River Torrens as can be seen in Figure 6. The location of the subject site within the eastern end of the City enables students access to excellent civic institutions such as the Adelaide Zoo, Botanic Gardens, State Library, South Australian Museum and Art Gallery of South Australia. In particular, the location of the site adjoining the Botanic Gardens and Adelaide Zoo will allow students to adopt a particular focus on agriculture, including animal husbandry and horticulture, given the proximity to these excellent facilities and technical experts to the New CBD School. Further, the “Kiss and Drop” area will be developed as part of the project on Frome Road north of Victoria Drive, to be located on both sides of the road. Again, ongoing discussions are being undertaken with Adelaide City Council in relation to such a facility.

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Figure 6 Broader Precinct Plan

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7.0 Development Plan Assessment The proposed New CBD School is assessed against the Adelaide (City) Development Plan, consolidated 24 September 2015, which is the current Development Plan. The subject site is located within the Park Lands Zone, Botanic Park Policy Area 19. The proposed development is for a school (educational establishment) which is listed as an exclusion to the non-complying listed uses within the Zone and Policy Area, and thus the application must be considered as a merit form of development and is a Category 1 form of development, with no requirement for public consultation. The approach taken in this section is to summarise the key intent of the Zone and Council Wide provisions in consideration of the proposed development.

7.1 Zone and Policy Area Assessment Within the Park Lands Zone, all forms of development are considered to be ‘non-complying’, except where specifically excluded. Principle of Development Control (PDC) 18 relating to exclusions to ‘non-complying’ forms of development includes the following: Development undertaken for the purpose of public infrastructure within the Golf Links Policy Area 16, River Torrens East Policy Area 18, Botanic Park Policy Area 19, Rundle and Rymill Parks Policy Area 20 and River Torrens West Policy Area 24: (a) the infrastructure, equipment, structures, works and other facilities used in or in connection with the supply of water or electricity, gas or other forms of energy, or the drainage of waste water or sewage; (b) roads and their supporting structures and works; (c) railways, tramways and busways; (d) school (only in Botanic Park Policy Area 19); (e) all other facilities that have traditionally been provided by the State (but not necessarily only by the State) as community or public facilities; and development undertaken: (a) by a State agency (whether or not in partnership or joint venture with a person or body that is not a State agency); and/or (b) by a person or body (that is not a State agency) where the development is specifically endorsed by a State agency. The project is for the development of a ‘school’ (educational establishment) being undertaken by a State Agency (DPTI and DECD), and thus falls under this list of exclusions from being considered ‘non-complying’. Therefore the proposed development is considered to be a ‘merit’ form of development. 7.1.1 Park Lands Zone

Park Lands Zone – Relevant Provisions Desired Character Objectives 1, 2, 3, 4, 5 Principles of Development Control 1, 2, 3, 4, 6, 7, 8, 9, 10, 16, 17, 18 & 19

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Desired Character The Desired Character for the Park Lands Zone reinforces the Adelaide Park Lands as a highly valued aspect of the city landscape, an essential part of relaxation, recreation and enjoyment for residents and visitors and a setting for a variety of special events and festivals, whilst enabling a well-connected pedestrian and cycle network. Additionally, the Desired Character encourages the development of ‘public infrastructure’, including schools and other educational facilities and their supporting structures, within some parts of the Zone as is proposed in this application. Objectives The Objectives of the Park Lands Zone seek to promote a sustainable, integrated and diverse environment and open space which is respectful to its indigenous and European heritage. This is supported by the desire for all new development to establish landscape design, planting, management and maintenance regimes that reflect the Character and intent of each Policy Area and thus contribute to the overall character of the Park Lands Zone. The proposed school (educational establishment) development will incorporate high quality landscaping that will be complementary to the surrounding Park Lands and the design of the New CBD School. Objective 4 of the Zone seeks to (relevant text underlined): Ensure that new buildings or redevelopment of existing buildings in the Park Lands result in: (a) buildings that deliver public benefit, respond to the surroundings and incorporate the highest quality of design and materials; (b) the enhancement of buildings used for sport, recreation and cultural purposes; (c) a net reduction in total floor area through the removal of unsuitable or under-utilised structures or facilities; (d) the enhancement or redevelopment of heritage places for public use; (e) buildings that have minimal environmental impact; and (f) provision being made for cyclists. The proposed development will assist in achieving the above Objective as: - The school will deliver public benefit, both through the establishment of an education facility and access to the facilities for the broader community after school hours - The development has been designed to support and complement the surrounding environment - The development incorporates the highest quality of design and building materials, which will contribute positively to the streetscape and locality. It is recognised that the proposed development will increase the total floor area from that of the existing Reid building. However, the proposed development will result in a facility that will be of benefit to the public and create a ‘public and civic identity’ within the community. Principles of Development Control Form of Development The Park Lands Zone provisions support buildings which deliver public benefit, respond to the surroundings and incorporate the highest quality of design and materials. The New CBD School will deliver public benefit for those utilising the school, and also the broader community through the provision of additional recreational areas and pedestrian and cycling linkages. Parts of the building will also be available for public and community use (outside of school hours). As shown in the architectural plans, the highest quality of design and materials will be utilised in the proposed development to create an aesthetically pleasing and robust design of this critical public infrastructure. The overall design of the New CBD School has been the subject of numerous design review meetings, and also meetings with the project team and educators to ensure a modern, innovative vertical school is created, meeting the long- term educational needs of current and future students and teachers. PDC 7 specifically encourages development for the purpose of public infrastructure undertaken by a State Agency stating (relevant text underlined):

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Development may include for the purpose of public infrastructure within the Golf Links Policy Area 16, River Torrens East Policy Area 18, Botanic Park Policy Area 19, Rundle and Rymill Parks Policy Area 20 and River Torrens West Policy Area 24: (a) the infrastructure, equipment, structures, works and other facilities used in or in connection with the supply of water or electricity, gas or other forms of energy, or the drainage of waste water or sewage; (b) roads and their supporting structures and works; (c) railways, tramways and busways; (d) school (only within Botanic Park Policy Area 19); (e) all other facilities that have traditionally been provided by the State (but not necessarily only by the State) as community or public facilities; where undertaken: (i) by a State agency (whether or not in partnership or joint venture with a person or body that is not a State agency); and/or (ii) by a person or body (that is not a State agency) where the development is specifically endorsed by a State agency. The proposed school (educational establishment) development meets the requirements of PDC 7 by contributing further integral public infrastructure for the enhancement of access to secondary education for the community. The proposed development will be sensitive to the natural surroundings; developing a civic building which is respectful of its Park Land setting and creating a landmark building that contributes positively to the east-end precinct of the City. Built Form and Public Environment The proposed building is responsive to the character of the Botanic Park Policy Area through the selection of colours and materials, and the scale of the modern design of the proposed building. The proposed development rationalises and improves the appearance of the existing Reid building and will open the site up for public purposes. The Reid building was built in 1958 as a purpose-built educational establishment. The expansion and conversion of the Reid building will improve the overall appearance and ensure that the site continues to be used for educational purposes. As the proposed development will utilise the existing Reid building and surrounding site footprint, the construction works will not result in any excavation or clearing of parts of the Park Lands. Aside from the removal of three (3) Regulated Trees, no vegetation will be impacted upon within the Park Lands during construction works, which will be closely managed through the implementation of a CEMP. Additionally, every care will be taken during the timing of construction as to limit the impact on the adjoining Botanic Gardens, Adelaide Zoo, university campuses and the informal recreation uses of the Park Lands. The siting of the proposed development will not impact on existing pedestrian connections to the Botanic Gardens and will be of an open design to enable multiple uses of the school site by different groups when equipment and grounds are not being utilised for education purposes. Additionally the school has been designed to address Frome Road and create a pedestrian-friendly environment at a human scale, which is further enhanced through the use of landscaping surrounding the central school building. Temporary depots or site compounds It is intended that the location and erection of any temporary site compounds will be located on the subject site, and will seek to have no impact to the surrounding Park Lands and the Botanic Gardens. The construction timeframes of the development will be minimised as much as possible to limit the impact to public users of the Park Lands and also the surrounding uses. During construction, car parking will be restricted to vehicles necessary to be located on the site to support construction works and will seek to utilise the existing vehicle access point off Frome Road.

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Non-Complying Development and Public Notification As discussed earlier in this report, the proposed development is excluded from the list of ‘non-complying’ development as it is for the purposes of public infrastructure (being a school) and therefore requires Category 1 public notification only. 7.1.2 Botanic Park Policy Area 19

Botanic Park Policy Area 19 – Relevant Provisions Desired Character Objective 1 Principles of Development Control 1, 2, 4, 5, 6, 10, 11 & 12

Desired Character and Objective The Desired Character and Objective for Botanic Park Policy Area 19 seek to maintain the open garden theme of Botanic Park, whilst providing a diversity of uses such as the Zoological Gardens, Botanic Gardens and the National Wine Centre. The Desired Character also recognises the need for improvements to pedestrian linkages and the public realm, to enhance the use and enjoyment of the Park Lands. Development that further alienates Park Lands from public usage is not encouraged within the Policy Area. Despite this, public infrastructure, such as schools, other education facilities and their supporting structures and works are envisaged in this Policy Area. The New CBD School development aligns with the Desired Character of the Policy Area by further enhancing an existing educational use (currently being utilised by UniSA) for the benefit of public infrastructure through the establishment of a second public high school within the CBD. Additionally, the project team has, and will continue to, work actively with the City of Adelaide to achieve improvements to the surrounding Park Lands, including the following infrastructure: - shared use hardcourt play space - improved pedestrian and cycle linkages through the adjacent Park Lands These improvements, together with the redevelopment of the subject site into a contemporary learning public high school, will enhance public facilities within the locality and encourage further enjoyment of the Park Lands for both the school and broader communities; thus seeking to achieve the Desired Character and Objective of the Policy Area. Principles of Development Control Land Use, Built Form and the Public Environment The Principles of Development Control within Policy Area 19 specifically encourage the development of public infrastructure, the definition of which includes a school or educational facility, and identify the former site of the Reid building land in the following provisions: PDC 2 Development may include the following: (d) School or other education facility within the existing site boundaries of the Reid building land located on Lot 1, DP 28393 (CR 5988/27), Part Lot 1 DP 28393 (CT 5988/26) and Part Lot 1, DP 28393 (CT 5842/129), Frome Road, Adelaide… PDC 4 Redevelopment of the Reid building and its existing site located on Lot 1, DP 28393 (CR 5988/27), Part Lot 1 DP 28393 (CT 5988/26) and Part Lot 1, DP 28393 (CT 5842/129), Frome Road, Adelaide, for public infrastructure (school or other education facility) purposes, should take place in a manner that respects the open landscaped character of the Botanic Gardens. PDC 5 The development of additional car parks or additional buildings is inappropriate except for the resiting of the Botanic Gardens nursery buildings and car parking on the Reid building land associated with its redevelopment for a school or other education facilities. PDC 6 The expansion or replacement of buildings should be restricted, except where the development is for the purposes of public infrastructure (including the redevelopment of the Reid building as a school or other education facility).

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The above provisions explicitly envisage the expansion and development of facilities on the subject site where associated with a school or educational establishment; such as that which is being proposed in this application. Specifically, the proposal is for the redevelopment of the Reid building and its existing site as located on Lot 1, DP 28393 (CR 5988/27), and will include the development of a new building and central atrium associated with a public infrastructure purpose being a school (educational establishment). As discussed previously, the proposed development will result in a school of up to seven (7) storeys or approximately 32.5 metres in height, which is of a similar scale to the adjoining old Royal Adelaide Hospital buildings and the broader locality. The New CBD School does not include any onsite staff car parking, with only three (3) car parks to be provided in the basement to cater for disability access, pool cars and service vehicles. As discussed previously, the New CBD School is well serviced by the surrounding public transport network, with a significant number of public car parking spaces available in the vicinity of the site for teachers and students who do chose to drive to the school. Additionally 170 bicycle parks and associated end-of-journey facilities will be provided within the basement of the proposed development for use by students and teachers, with a further 30 bicycle spaces located at ground level to the east and west of the school building. The New CBD School will be developed in a manner that respects the open landscaped character of the Botanic Gardens, and will ensure that existing pedestrian links to the surrounding area are maintained. The proposed development will be located solely within the boundaries of the existing Reid building site and will not expand into the adjoining Park Lands or Botanic Gardens sites. The development does not include boundary fencing to foster a welcoming environment that is complementary to the surrounding area, rather than creating the perception of further alienating to the Park Lands. Planting Character and Landscape The proposed development will be sensitive to the existing Park Lands environment and construction works will seek to minimise the impact on surrounding vegetation and the landscape wherever possible. The design of the buildings has sought to complement the formal character of the avenue of Plane Trees in Botanic Park and along Frome Road, whilst the broader school design has an open, transparent and activated environment. Landscaping associated with the proposed development will be sensitive to the existing mix of exotic and Australian native plantings, lawns and garden beds and will contribute to the natural landscape. Car Parking and Access As outlined previously, the project team is actively working with the City of Adelaide to achieve improvements to the surrounding Park Lands including improve pedestrian and cycle linkages through the adjacent Park Lands and specifically between Botanic Park and Frome Road.

7.2 Council Wide Assessment The following section provides an assessment of the project elements requiring approval against the Council Wide provisions of the Development Plan. The following Council Wide sections have been identified as relevant to the proposed development and are discussed in order of reference below: - Living Culture - Community Facilities - Environmental - Heritage and Conservation - Built Form and Townscape - Squares and Public Spaces - Transportation and Access - Economic Growth and Land Use - Park Lands - Regulated Trees

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7.2.1 Living Culture

Living Culture – Relevant Provisions Objectives 1, 2 & 3 Principles of Development Control 1

The proposed development seeks to promote the Living Culture of the City of Adelaide through the establishment of a contemporary, state-of-the-art public high school for the benefit of the community and broader public. Through modern design and use of high quality materials, the New CBD School will be integrated into the locality and surrounding environment, and will further activate the area with the establishment of recreational spaces and facilities that can be used by the public, and by improving the surrounding pedestrian connections to the Botanic Gardens and Botanic Park from Frome Road. The New CBD School will create a high quality public realm to Frome Road with an attractive and activated road frontage that incorporates a stepped entry terrace with landscaping and informal seating areas to the front of the building. The building design, coupled with the open and unfenced nature of the school development, will create a welcoming and attractive addition to the streetscape and broader locality. 7.2.2 Community Facilities

Community Facilities – Relevant Provisions Objectives 4 & 5 Principles of Development Control 2

The New CBD School has been designed and located to service the educational needs of the growing population of the City and the inner metropolitan areas, in addition to enabling use by the broader community out of school hours. The proposed development has been designed to capitalise upon its City location, being close to universities, the Botanic Gardens and Adelaide Zoo, along with a number of other civic facilities. Furthermore, this location is ideal in terms of public transport accessibility, with bus, train and tram services within 10 minutes walking distance of the site. 7.2.3 Environmental

Environmental – Relevant Provisions Objectives 24, 28, 29, 33, 34, 35, 36 & 37 Principles of Development Control 82, 101, 102, 103, 105, 106, 107, 108, 109, 110, 111, 112, 119, 120, 122, 124, 125, 126 & 127 Crime Prevention through Urban Design The proposed development has sought to create a safe, secure and crime resistant environment whilst also creating a welcoming and open space for both site users and the broader community. This is achieved through the incorporation of windows to all elevations of the building facades enabling constant opportunities for passive surveillance, coupled with a slightly raised elevation of the building by 1.5 metres above ground level (matching the existing build-up of the Reid building) which defines the school space from the surrounding public areas in an informal manner. The proposed development will incorporate security lighting to accommodate night-time activities and staff leaving the site after hours, and will enable visibility for the CCTV cameras. Waste Management As discussed previously, the design philosophy of the New CBD School is that of strong environmental sustainability principles to reduce the environmental impact of the proposed development through use of materials and design features, whilst also encouraging students and the broader community to live more sustainably. The operation of the school will not result in the emission of atmospheric, liquid or other pollutants, nor will it cause odours or other environmental impacts of this nature. Accordingly the operation and management of the school will seek to minimise waste production through extensive re-use and recycling techniques, such as onsite stormwater collection, coupled with energy efficient design and operation. The basement area of the building will be utilised for storage of amenities and waste receptacles in a dedicated central refuse room which will be sufficiently sized to enable the storage and collection

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of waste and recyclables. This room will be appropriately ventilated. Additionally bins will be located in close proximity to the goods lift and will be easily accessible to Frome Road for collection. Contaminated Sites Golders Associates were engaged to undertake a contamination investigation for the subject site to support the design decisions for the development. This investigation identified that the key contamination issue is the presence of elevated concentrations of PAHs (polycyclic aromatic hydrocarbons) in fill. The summary letter that is attached to this application documentation noted that significant contamination of natural soil or groundwater had not been identified in previous investigations on the site. The investigations summary stated that “the proposed use as a high school is not sufficiently sensitive to trigger the need to obtain a Site Contamination Audit Report.” Additionally the subject site has been deemed acceptable for the future development the New CBD School. Energy Efficiency As outlined in Section 4.8 Statement of Energy Efficiency, the proposed development has considered energy efficiency methods at the forefront of the design and will seek the attainment of a 5-Star Green Star as-built rating. This includes the incorporation of a 20kW photovoltaic solar array on the northern building, covering approximately 50% of the roof area, which will supply approximately 31,000kWh per annum of electricity. This will significantly assist in reducing the peak electricity demand of the school. Low energy lighting will be incorporated throughout the school, such as through LED and other high efficient lamp sources, in addition to intelligent lighting controls that will minimise energy consumption. Furthermore, the adaptation and reuse of the Reid building as part of the proposed development will also contribute to the efficient use of resources. In summary, the proposed development will seek to reduce the consumption of non-renewable resources – both in construction and operation, and through the refurbishment of an existing building; will utilise alternative energy sources (such as through the incorporation of solar voltaic panels); and will strive towards and will provide adequate thermal comfort for students and teachers thereby reducing the reliance on energy use for heating, lighting and cooling. Micro-climate and Sunlight The orientation and massing of the new school will enable passive solar heating and access to sunlight, particularly given the north-south orientation and the central atrium design, whilst double-glazing to the windows will greatly assist in the energy efficiency of the school. There are currently no other structures in the immediate vicinity of the subject site and thus no potential for overshadowing to adjoining uses. Verandahs and building cantilevers are proposed over the building entrances to provide shelter for pedestrians accessing the building. The incorporation of internal recreation areas and break-out spaces will also provide sheltered areas for students and teachers in poor weather conditions. The position and location of the proposed development will not result in a wind-tunnel effect given the open area surrounding the school structures. Stormwater Management The proposed development incorporates onsite stormwater collection and reuse in an effort to reduce the impact on the surrounding stormwater network and reduce water consumption associated with the occupation of the site whilst seeking to minimise pollution from external sources. Specifically stormwater will be collected from the roof of the buildings and be utilised for non-potable consumption such as toilet flushing (in a 40kL rainwater tank). 7.2.4 Heritage and Conservation

Heritage and Conservation – Relevant Provisions Objectives 42, 43 & 44 Principles of Development Control 126

As outlined in Section 3.1 of this report, the proposed development will not materially affect the surrounding development and heritage character within the locality, and is not located immediately adjoining any heritage places. Where possible, the detailed design has sought to acknowledge and reflect Adelaide’s cultural heritage and recognise the Park Lands importance in Australia’s Aboriginal history and the preservation of existing sites. The

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New CBD School development has been designed to incorporate materials, finishes, setbacks and be of a scale to complement the existing surrounding heritage items, and to be sensitive to the environment within the Adelaide Park Lands. A Cultural Heritage Management Plan will be developed for the project (CHMP). The CHMP describes the process for ongoing Aboriginal heritage management during proposed works required as part of the new CBD School. The purpose of a CHMP is to implement the recommendations of the cultural heritage assessment and provide best practice heritage management for any identified cultural heritage issues. The CHMP provides a framework for the discussion and resolution of any concerns by any signatory party relating to cultural heritage through the life of the project. The CHMP will be prepared by EBS Heritage for DPTI in consultation with the Kaurna Nations Cultural Heritage Association (KNCHA) and the Ramindjeri Heritage Association (RAH). The CHMP describes the process for the ongoing management of cultural heritage and the any mitigation, management and repatriation strategies that may be required. It should be noted that, as shown on Figure 3 in Section 3.1 of this report, the subject site is exempt from the National Heritage Listing of the Adelaide Park Lands. 7.2.5 Built Form and Townscape

Built form and Townscape – Relevant Provisions Objectives 47, 48, 50, 51 & 55 Principles of Development Control 167, 168, 169, 171, 176, 179, 180, 181, 185, 186, 187, 188, 189, 192, 193, 194, 195, 206, 207 & 208 Height, Bulk and Scale The proposed New CBD School development will be of a high standard of design, will not change the street grid layout and will have a positive impact on existing pedestrian links to the surrounding Park Lands by opening the site up to the publicly accessible open space. As the maximum building height for the proposed development will be approximately 32.5 metres, this will not exceed the Obstacle Limitation Surfaces (OLS) and thus will not have adverse impact upon the long-term operational, safety and commercial requirements of Adelaide International Airport. Composition and Proportion As a standalone building, the opportunity exists to develop a strong identity for the New CBD School through an architectural statement. This will complement existing development along Frome Road, particularly within the University Precinct. The proposed development will change the orientation of the existing Reid Building by providing a clear frontage to Frome Road and a plaza area. The scale of the proposed development, seemingly comprising two buildings connected by a glass atrium, is consistent with the character of development along Frome Road. The open space corridor from the Barr Smith Library Building of the University of Adelaide through to the Botanic Gardens is continued by the proposed development. In fact, this aspect is enhanced through the framing of this open space by the southern building adjacent the subject sites southern boundary. The ground, middle and roof levels are defined through intended use, design and size internally and are clearly identifiable externally though façade design of the school. Articulation and Modelling The development consists of a well articulated design which incorporates a variety of building heights, setbacks, projecting elements and external finishes. Building facades fronting street frontages for the New CBD School are proposed to be consistent with the existing scale, rhythm and proportion of development along Frome Road. Through innovative concept design techniques, proposed building services (such as drainage pipes together with security grills/screens, ventilation louvres and car park entry doors) will be integrated with the overall external building design.

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Materials, Colours and Finishes The New CBD School will have a timeless material palette that responds to its Park Land setting, whilst establishing a contemporary and high quality building that positively contributes to the streetscape and broader locality of the site. This is achieved by the use of a variety of external materials primarily consisting of a combination of glazing and various types of metal cladding which will be finished in soft natural colours. Sky and Roof Lines An open atrium will be developed between the northern and southern buildings creating a central ‘hub’ or common area for the school, and allowing for natural light to enter the building. The roof top plant will be incorporated in the design of the school and located towards the back of the building; and will thus not be visible at street level or from the surrounding Park Lands. Active Street Frontages The proposed development will be oriented towards the primary street frontage along Frome Road. The open nature of the ground floor and main school entrance will provide activity and interest to passing pedestrians and contribute to the liveliness and security of the public realm within the education precinct. Landscaping and Open Space As noted throughout, the landscaping and outdoor learning areas have been designed around the principles of indigenous planting, drought-tolerant species, re-use of rainwater for irrigation and shading and screening benefits to the buildings. Landscaping species will be selected to consider locally indigenous plants, water conservation properties and ability to withstand urban environments given the proximity of the site to Frome Road and Victoria Drive. The proposed landscaping of the subject site will enhance the appearance and aesthetics of the school facility, and will complement the park land setting and natural attributes of the locality. Furthermore, the open space surrounding the building will be appropriately landscaped to provide an environment for students to enjoy during breaks and to reflect the surroundings adjacent to the Botanic Gardens and within the Park Lands. 7.2.6 Squares and Public Spaces

Squares and Public Spaces – Relevant Provisions Objectives 57 & 59 Principles of Development Control 219, 220 & 222

The subject site includes an area of open space within the Adelaide Park Lands fronting onto Frome Road which is a prominent and well-used through-route. The front terrace and main entrance of the New CBD School will contribute positively to the public realm and Frome Road streetscape by creating an open, welcoming design with high quality finishes and landscaping. During construction, care will be taken to minimise the temporary impact on the Park Lands within this area to ensure that development does not endanger public safety or cause undue inconvenience to pedestrians or vehicle drivers. The proposed development will be landscaped to complement the existing Park Land setting with species to be selected in consultation with the Adelaide City Council and within the existing landscaping and urban design frameworks. These areas will allow good visibility into and across the spaces surrounding the subject site to promote security and safety. 7.2.7 Transportation and Access

Transportation and Access – Relevant Provisions Objectives 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71 & 72 Principles of Development Control 223, 224, 225, 231, 232, 234, 235, 236, 238, 239, 240, 241, 242, 246, 247, 250, 251, 253 & 264

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Access and Movement The New CBD School is different to many other suburban high schools due to its central location within the City and is well supported by other modes of transport other than private vehicle. The New CBD School has been designed with no onsite car parking (aside from the disability accessible and service vehicle parks), with the key focus being on utilising public transport and active transport – namely cycling and walking – as primary modes of transport to the site. The existing vehicular access to the site off Frome Road will be utilised for the limited basement car parking and bicycle parking spaces. Pick-up/set-down demand for the school will be lower than would be expected at a school in a suburban location due to the relative proximity to public transport but also to the City where a number of parents/carers would be expected to be employed, resulting in a shared work/school trip. In this instance, students will be able to walk to school from their parents/carers place of employment. There are a number of physical constraints on the public road network adjacent the school, including high traffic volumes, sight line restrictions and severe grades on footpaths, making pick-up/set-down adjacent existing kerbs an inappropriate alternative in this instance. A Traffic Impact Assessment Report is included in the Development Application information, providing further details on these aspects of the proposed development. Pedestrian Access The proposed development has sought to incorporate a welcoming and convenient pedestrian environment for users and visitors of the school site through an attractive design, incorporation of footpaths connected to and surrounding the school, shelters over the entrances to the school and high quality landscaping to provide visual amenity and shade. The open nature of the paths and open space surrounding the school will assist in creating a safe environment by reducing the potential for areas of concealment and providing clear sightlines to the school and surrounds. The New CBD School has been designed for disability access through the incorporation of wide, quality footpaths and several ramp access points into the building for convenience and safety. The internal building design incorporates both stairs for the main pedestrian traffic, and two centrally located lifts for disability access. Bicycle Access It is estimated that cycling to the New CBD School could be a popular choice of travel mode and therefore 200 bicycle parking spaces will be provided, including 170 spaces within the basement, 15 spaces in the front plaza area and a further 15 spaces to the rear of the school. The design of the bicycle parking area will ensure that access to this area minimises conflict with motor vehicles and pedestrians as safety will be paramount given the number of people accessing the site, and particularly students utilising the bicycle parking area on a daily basis. The bicycle parking area will incorporate end-of- journey facilities, being lockers, toilets and showers, for the convenience and comfort of students and teachers of the school. These will be located within the basement area of the school which will be sheltered from the elements, securely accessed and well-lit and ventilated for safety and comfort. Public Transport The site is ideally located in an area with excellent access to public transport services. There are a number of bus services along Frome Road, and a large number of routes service the City via North Terrace providing approximately 2,000 services a day. The distance between North Terrace and the subject site on Frome Road is approximately 400 metres, equivalent to a 5 minute walk. Additionally the Adelaide Train Station and tram routes are located within one-kilometre of the site, which is again a 10 minute walk, and are connected to routes across the metropolitan area. Traffic and Vehicle Access Vehicular access into the subject site will be via the existing Frome Road kerb crossover which will provide entrance to the basement of the school. The basement will provide a limited number of car parking spaces and a loading dock, waste removal, service area and bicycle parking as discussed throughout. Car Parking It is recognised that there are no specific car parking provisions provided for development within the Park Lands Zone, which appears in part to be as a result of encouraging the use of sustainable modes of transport, and also

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as new development is generally not envisaged within the Park Lands. As a guide, the DECD Design Standards (DECD14/5606) encourage car parking to be provided at a rate of one per staff member, plus 10% of car parking (or 5 car parks – whichever is greater) for visitors. This car parking guide is also reflected in the 2001 Planning Bulletin: Parking provisions for selected land uses prepared by Planning SA. This standard is not desirable nor is it possible given the restricted space and location of the New CBD School, the objectives of the State Government, and the project design that seek to further encourage sustainable modes of transport within the City. As previously stated, the proposed development has intentionally limited the onsite car parking provision to three (3) disability access and service vehicle parks only. Public transport and active transport (walking and cycling) are encouraged as the primary means of travelling to the school (both for teachers and students). Additionally, as discussed in detail in the Traffic Impact Assessment Report, there are a significant number of publicly accessible car parks within walking distance of the subject site (over 5,000 spaces) and accordingly this is considered to be sufficient. Bicycle Parking The Development Plan provisions and the design objectives of the project are aligned in seeking to encourage more sustainable modes of transport, such as cycling, which will be encouraged through the school design. The Development Plan Table Adel/6 seeks the following minimum bicycle parking spaces for an educational establishment or school: - 1 per 20 full-time time employees, plus - an additional 10 percent of total employee parking spaces. The proposed development incorporates 200 bicycle parking spaces, of which 170 will be securely located within the basement of the school for use by teachers and students. A further 30 bicycle parks will be provided at ground level to the front and rear of the school building which can be easily accessed by visitors to the site. Accordingly the proposed bicycle parking provision is more than sufficient for employees, students and visitors of the school site, and will assist in encouraging sustainable modes of transport to the site. 7.2.8 Economic Growth and Land Use

Economic Growth and Land Use – Relevant Provisions Objectives 73, 75 &76 Principles of Development Control 265, 267 & 270

Similar to the Living Culture objectives, the overall design of the New CBD School will seek to enhance the City as the community, civic and cultural heart of South Australia by increasing employment opportunities and daily visitors to Adelaide’s east end, whilst contributing to the development of the city as a civic precinct. This will provide a greater opportunity to participate in exemplary secondary education for children living in the City and surrounding suburbs, and provide a high-quality and adaptive building design that can be utilised by the public for events and community uses outside of school hours. 7.2.9 Park Lands

Park Lands – Relevant Provisions Objectives 85, 86, 87, 88, 89, 90, 91, 92, 93, 95, 98, 99, 100, 101 & 102 Principles of Development Control 280, 281, 282, 283, 284, 285, 286, 287 & 288

The Park Lands Council Wide provisions reinforce the importance of the Adelaide Park Lands as a unique open space system which creates a distinct image for the City and supports the economic and social life of Adelaide and South Australia. It is important to note that the subject site is identified within the Park Lands Zone, and more specifically the Botanic Park Policy Area 19, as a suitable and appropriate location for a school or educational establishment. The proposed development will re-use and expand upon the Reid building, which has been used for educational purposes for almost 60 years, creating an iconic and civic legacy serving the City and surrounding suburbs.

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7.2.10 Regulated Trees

Regulated Trees – Relevant Provisions Objectives 106 & 107 Principles of Development Control 295, 296, 297

As discussed in Section 4.6 of this report, three (3) Regulated Trees need to be removed to enable the expansion of the Reid building and construction of the New CBD School. These trees have been assessed in an Arborist Report prepared by Arborman Tree Solutions and are identified as tree numbers 9, 11 and 16. Additionally the Arborist assessment has identified that tree no. 9 in particular has a ‘moderate’ risk rating and thus the removal of this tree was recommended regardless of the proposed development. The three Regulated Trees are not considered to significantly contribute to the character or amenity of the locality, have not been identified as rare or endangered species, and do not form an important habitat to native fauna. The trees do not provide important aesthetic or environmental benefit to the site or locality, and thus their removal is considered to be acceptable in this instance. Furthermore, the proposed removal of these trees is considered to be acceptable in that development that is reasonable and expected would not otherwise be possible should the trees remain.

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8.0 Summary and Conclusions The site of the proposed CBD High School is the site of the Reid building, an existing and long established educational facility within Park 11, Tainmuntilla, within the Adelaide Park Lands. The proposed New CBD School seeks to establish a second public high school within the City. The project is for the purposes of public infrastructure being for “ … a school or other education facility” as listed in the Zone provisions. Such a use is a Merit form of development within the Park Lands Zone Botanic Park Policy Area 19 and is a Category 1 form of development that does not require public notification under the Development Act 1993. The proposed development is confined totally within the site of the existing Reid building, and whilst shown on the General Registry Office (GRO) Plans for the Adelaide Park Lands, is under the ‘Care, control and management of Government Agencies and Instrumentalities’. The Adelaide Park Lands are listed in the Commonwealth Register of National Heritage Places (Adelaide Park Lands and City Layout). However it is important to note that the site of the proposed CBD High School is excluded from the National Heritage Listing. This is similar to other areas along the northern side of North Terrace, including the existing Royal Adelaide Hospital site, new Royal Adelaide site, Universities, railway lines, etc. The proposed development of the New CBD School must be assessed by the relevant planning authority against the relevant provisions of the Adelaide (City) Development Plan, which provides general support for the development of a school (educational establishment) on the subject site. Furthermore, the project team has been working closely with all stakeholders to achieve a high quality design that meets the future users and broader community, and to maximise opportunities for infrastructure and facility improvements within the immediate vicinity of the site. In summary, the New CBD School will establish a high quality, sustainably built and designed public school that will see the refurbishment of an existing building of the subject site and will enhance the streetscape and amenity of the broader locality, whilst recognising the important Park Lands context. The school will assist in meeting increasing demand for high quality public secondary education within the City, and will set a new benchmark for education and school design through the innovative vertical school approach and incorporation of leading edge design and technologies. Furthermore, the Council Wide provisions relating to the Park Lands provide less guidance to the assessment of this application than the Zone and Policy Area provisions which specifically envisage the redevelopment of the Reid building and its site for the provision of a school (educational establishment). On balance, the proposed development accords with relevant the provisions of the Development Plan and warrants the favourable support of DAC.

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Appendix A

Certificate of Title

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Appendix A Certificate of Title

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Product Register Search Date/Time 11/03/2016 04:52PM Customer Reference Order ID 20160311010515 Cost $37.25

This Crown Record Register Search is a true and correct extract of the Register of Crown Records maintained by the Registrar-General. Crown Land is administered pursuant to the Crown Land Management Act 2009 by the Department of Environment, Water and Natural Resources. Crown Record - Volume 5988 Folio 27 Parent Title(s) CR 5842/130 Dealing(s) RLG 10660659 Creating Title Title Issued 06/06/2007 Edition 2 Edition Issued 03/12/2015 Estate Type CROWN LAND (ALIENATED) Owner THE CROWN Custodian MINISTER FOR EDUCATION AND CHILD DEVELOPMENT OF ADELAIDE SA 5000 Description of Land ALLOTMENT 1 DEPOSITED PLAN 28393 IN THE AREA NAMED ADELAIDE HUNDRED OF ADELAIDE TOTAL AREA: 7304M² (CALCULATED) Easements SUBJECT TO EASEMENT(S) OVER THE LAND MARKED Q ON FP 48586 TO DISTRIBUTION LESSOR CORPORATION (SUBJECT TO LEASE 8890000) (RLG 10660659) SUBJECT TO EASEMENT(S) OVER THE LAND MARKED A ON FP 41297 TO DISTRIBUTION LESSOR CORPORATION (SUBJECT TO LEASE 8890000) (RLG 9011650) Schedule of Dealings Dealing Number Description 12427361 DEDICATED PURSUANT TO SECTION 18 OF CROWN LANDS MANAGEMENT ACT 2009 12427363 CUSTODIAN SUBJECT TO CONDITIONS PURSUANT TO SECTION 20 OF CROWN LAND MANAGEMENT ACT 2009 Notations Dealings Affecting Title

Land Services Group Page 1 of 2 Copyright Privacy Disclaimer: www.sailis.sa.gov.au/home/showCopyright www.sailis.sa.gov.au/home/showPrivacyStatement www.sailis.sa.gov.au/home/showDisclaimer Product Register Search Date/Time 11/03/2016 04:52PM Customer Reference Order ID 20160311010515 Cost $37.25

NIL Priority Notices NIL Registrar-General's Notes APPROVED G127/2006 WITH NEXT DEALING LODGE EDITION 1 Administrative Interests NIL * Denotes the dealing has been re-lodged.

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AECOM New CBD School

Appendix B

General Registry Office (GRO) Plan

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Appendix B General Registry Office (GRO) Plan

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Appendix C

Strategic Context

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Appendix C Strategic Context

State Strategies South Australia’s Strategic Plan A number of key strategic documents guide the decision making process in South Australia. South Australia’s Strategic Plan (SASP 2011) is the overarching strategic planning document for the state, which reflects South Australia’s aspirations for 2014 and beyond. It also provides the framework for the development and implementation of other planning strategies and policy initiatives, such as the Planning Strategy for South Australia which incorporates The 30-Year Plan for Greater Adelaide, the Strategic Infrastructure Plan for South Australia and the Integrated Transport and Land Use Plan. South Australia’s Strategic Plan contains the following targets that are relevant to the New CBD School development: Objective: OUR COMMUNITY Targets: - Target 23: Social participation - Increase the proportion of South Australians participating in social, community and economic activities by 2020 (baseline: 2011) Objective: OUR PROSPERITY Targets: - Target 54: Learning or earning - Increase the proportion of 15-24 year olds engaged full-time in school, post- school education, training or employment (or combination thereof) to 85% by 2020 (baseline: 2003) - Target 56: Strategic infrastructure - Ensure the provision of key economic and social infrastructure accommodates population growth (baseline: 2010-11) Objective: OUR ENVIRONMENT Targets: - Target 61: Energy efficiency – government buildings - Improve the energy efficiency of government buildings by 30% by 2020 (baseline: 2000-01) Milestone of 25% by 2014. - Target 63: Use of public transport - Increase the use of public transport to 10% of metropolitan weekday passenger vehicle kilometres travelled by 2018 (baseline: 2002-03) Objective: OUR HEALTH Targets: - Target 83: Sport and recreation - Increase the proportion of South Australians participating in sport or physical recreation at least once per week to 50% by 2020 (baseline: 2011-12) Objective: OUR EDUCATION Targets: - Target 87: Reading, writing and numeracy - By 2020, for reading, writing and numeracy, increase by 5 percentage points the proportion of South Australian students who achieve - above the National Minimum Standard - higher proficiency bands (baseline: 2008) - Target 88: Science and maths - By 2020, increase by 15% the number of students receiving an Australian Tertiary Admissions Rank or equivalent in at least one of the following subjects: mathematics, physics or chemistry (baseline: 2003) - Target 89: SACE or equivalent - Increase yearly the proportion of 15-19 year olds who achieve the SACE or comparable senior secondary qualification (baseline: 2003) - Target 90: Share of overseas students - Increase the number of overseas students across all education and training sectors from 13,737 in 2003 to 45,000 by 2014 (baseline: 2003)

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- Target 92: Science, technology, engineering and mathematics qualifications - Increase the number of domestic students completing undergraduate qualifications in specified science, technology, engineering and mathematics fields of education by 15 percentage points to 3 600 students per annum by 2020 (baseline: 2009) - Target 93: Tertiary education and training - Increase the proportion of South Australians aged 15-64 participating in tertiary education and training to 17% by 2016 (baseline: 2009)

The New CBD School will further develop the secondary educational facilities available within the Adelaide CBD which will assist in meeting demand for facilities associated with current and future population growth. The New CBD School will have a teaching focus on STEM subjects and will adopt innovative approaches to teaching in line with the current educational standards and changes to technology to best prepare students for the future. Furthermore, the design of the building itself has sought to incorporate ESD elements to improve the energy efficiency and operation of the school facilities, and will encourage greater uptake of public and active transport as the primary modes of travel to the site.

The 30-Year Plan for Greater Adelaide The 30-Year Plan for Greater Adelaide (the Plan) is a volume of the Planning Strategy for South Australia and applies to areas affected by the proposed development. The Plan has been prepared by the Government to guide the community, local government, business and industry. The main aim of the Plan is to outline how the South Australian Government proposes to balance population and economic growth with the need to preserve the environment and protect the heritage, history and character of Greater Adelaide. The Plan seeks to create inclusive, vibrant and liveable communities, while protecting the regional hinterlands and primary production lands and sustaining natural resources. A key focus of the Plan is to increase the population of the Adelaide CBD and inner city suburbs. The Plan provides specific targets for population, housing and employment for each region of Metropolitan Adelaide. The Plan is one of the key tools to assist the State Government, local government and the entire community in building resilience to the risks and impacts of climate change. It seeks to provide a set of practical and achievable policies and targets to manage the forecast changes that will confront Greater Adelaide over the next 30 years.

By locating the proposed New CBD School within an existing building and close to existing transport, health services and education facilities, the proposed development is supportive of the principles and the general intentions of the Plan. Specifically, DECD have used the Plan as their key tool for identifying the school infrastructure priority, supporting the Plan’s aim to increase populations within the inner suburbs of Metropolitan Adelaide. It should be noted that the Plan is currently being reviewed by DPTI with a draft for community consultation anticipated in late-2016.

Integrated Transport and Land Use Plan (ITLUP) 2015 The ITLUP guides private, federal, state and local government investment in the transport system for the next 30 years, with a focus on integrating land-use, strategic infrastructure and transport investment planning. It focuses on connecting people between places of residence, work and recreation, and connecting business to markets to support economic growth. Transport aspirations within the Adelaide CBD which will improve access and connectivity to the potential New CBD School Development includes the AdeLINK tram network. In particular, the incorporation of the CityLINK, ProspectLINK, UnleyLINK, WestLINK, EastLINK and PortLINK tram networks will enable future students and staff members to travel from areas within the CBD and the surrounding suburbs. The ITLUP also identifies the following priorities for walking and cycling with the Adelaide CBD which will improve access and connectivity to the proposed school: - Complete North-South and East-West Bikeways through the City - Improve walking and cycling facilities in catchment areas for schools, public transport stations, activity centres and main streets - Create safe and convenient walkable environments in and around public transport stations, activity centres, main streets and schools

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- Extend bicycle lanes to intersections on key routes - Improve cycling access to city, walk accessibility to parklands. Of particular interest to this project, is the extension of the tram line to the eastern suburbs i.e. Norwood (EastLINK). The current preferred corridor for this extension is east along North Terrace, East Terrace, Rundle Street and The Parade, though details are yet to be finalised. The extension of EastLINK along North Terrace will provide a huge benefit to students, connecting those students from the inner west, and Glenelg directly to North Terrace. Department for Education and Child Development (DECD) Strategic Plan 2014 - 2017 DECD’s Strategic Plan outlines the long-term strategic direction for the department. It describes the improvements the department will aim to deliver to the South Australian community over the four years and how they will achieve this. The immediate priority as identified in the plan is to lift the standard of service provided within the organisation and to the community. We need to make sure all our services support the teaching, leadership and care provided by our staff, and the learning and development of children and young people. The priorities for DECD include: - Higher standards of learning achievement - Improving health and wellbeing - Improve and integrate child safety - Engage children, families and communities - Right service at the right time - Build a better system

By identifying the need for a new secondary educational facility, the New CBD School will seek to achieve the Department’s priorities by developing a cutting-edge learning facility that incorporates new methods of teaching and a new school experience for both teachers and students through the vertical school arrangement and focus on incorporating the latest technology.

Adelaide City Council City of Adelaide draft Strategic Plan 2016-2020 The City of Adelaide draft Strategic Plan 2016-2020 recently concluded community consultation in April, and is currently in the process of being finalised. The draft Strategic Plan outlines the future vision for the Council area and the projects and services it will seek to deliver over the next four years to 2020. The Plan outlines the four main themes for the future of the City of Adelaide as being smart, green, liveable and creative, with a number of supporting objectives and actions under each theme.

Under the ‘Smart’ theme, there are a number of actions related to education, particularly to ‘become a world renowned education city by supporting and partnering with the City’s education sector…’. By introducing the New CBD School with a focus on leading-edge technology and a new approach to learning which is supported by the unique and flexible design of the proposed development, and will work towards the vision of the Council area to become a ‘smart’ city.

Smart Move: The City of Adelaide’s Transport and Movement Strategy 2012-22 One of the key features of the Transport and Movement Strategy (released by the Adelaide City Council) is the focus on linking walking, cycling and public transport routes across the Park Lands while reducing the reliance on car travel. The Strategy summarises the importance of achieving a balanced transport network and states ‘if we only plan for cars, all we will get is a City with cars. If more people used public transport, changed to bikes and carpooled, there would be less traffic on the roads and that makes your driving experience better. It’s a logical transition…’ This is a transition that will require measured and professional implementation, and not unconsidered reaction to

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individual projects or policies. Car parking supply and pricing, bus services and bike lanes, traffic controls and speed limits can be better managed and targeted to achieve the objectives outlined. The Transport and Movement Strategy aims to significantly increase the tram and bus share of total trips to the City for all trip purposes. Another key consideration is the intended day and night time use of the City tram corridors including the urban design context within which the tram network will sit. Within the plan, Frome Road is indicated to turn into a district link from a regional link with a decrease in traffic. The strategy also highlights the future increase of daytime activity within Botanic Park and the desire for increased evening activity along North Terrace.

In summary, the strategy’s focus on increasing public transport uptake and reducing reliance on private motor vehicles is reflected in the design of the New CBD School which seeks to encourage cycling and public transport as the key modes of transport, such as by not providing car parking for staff and students.

Adelaide: One City, Many Places – A Spatial Vision for the Future of the City 2014 The One City, Many Places document by Adelaide City Council provides a spatial vision for land use, built form and movement outcomes envisaged for the City over the next three decades. This plan also includes a structure plan to be prepared in the Governance and Implementation Section of The 30-Year Plan for Greater Adelaide. The vision includes direction towards co-creation and the strengthening of relationships with State Government and the community through projects, the co-ordination of planning for infrastructure, transport and community facilities with hard and soft infrastructure and the review of buildings in the City by the Capital City Design Review Panel and against the Spatial Vision.

By working with DPTI and DECD, the City of Adelaide and the community, the proposed development supports the spatial vision of the City of Adelaide through the development process and implementing a high level of architectural design and visual amenity through the development of the detailed design, and highlighting the importance of the Park Lands by amending policy to allow the expansion of critical public infrastructure such as the New CBD School.

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DAC SUBMISSION

7.2 TRAFFIC, PARKING AND PEDESTRIAN IMPACT STATEMENT

New CBD School | DAC Submission | 2016 Traffic Impact Assessment DAC Issue - 1250 Students

New CBD School

26 August 49 4 2016 60 228 AECOM New CBD High School Traffic Impact Assessment –

Traffic Impact Assessment

Client: COX Architecture

ABN: 95 002 535 891

Prepared by

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26-Aug-2016

Job No.: OPPS 276782

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P:\604X\60492284\4. Tech Work Area\4.3 Engineering\4.3.10 Traffic\CBD School Traffic Impact RevD.docx Revision D – 26-Aug-2016 Prepared for – COX Architecture – ABN: 95 002 535 891 AECOM New CBD High School Traffic Impact Assessment –

Quality Information

Document Traffic Impact Assessment

Ref OPPS 276782

Date 26-Aug-2016

Prepared by L. Galanos

Reviewed by L. Dalwood

Revision History

Authorised Revision Revision Details Date Name/Position Signature

A 15 Mar 2016 Concept Design Report L. Dalwood

B 20-Apr-2016 Issue to DPTI Pre- L. Dalwood Lodgement Meeting C 15-Jun-2016 50% DAC Issue L. Dalwood

D 26-Aug-2016 DAC Issue 1250 Students L. Dalwood Associate Director

Table of Contents 1.0 Introduction 1 1.1 Background information 1 1.2 DPTI Project Brief 1 1.3 Site location and context 2 2.0 Development Proposal 3 2.1 About the project 3 2.2 Site Layout 4 3.0 Existing Situation 5 3.1 Introduction 5 3.2 Road Network 5 3.3 Crash Analysis 6 3.3.1 Frome Road 6 3.3.2 Victoria Road (between Kintore Ave & Frome Road) 7 3.3.3 Hackney Road/ Plane Tree Drive/ Botanic Road 7 3.4 Existing car parking 8 3.5 Public transport network and access 10 3.5.1 Adelaide metro bus service 10 3.5.2 Free bus service 10 3.5.3 Tram network 11 3.5.4 Train service 11 3.6 Existing cycling and walking network 12 4.0 Future Transport Network and Land Use 13 4.1 The Integrated Transport and Land Use Plan (ITLUP) 13 4.2 O-Bahn Extension 13 4.3 Adelaide Smart Move Transport and Movement Strategy 2012-22 14 4.4 Carbon Neutral Adelaide 14 4.5 Frome Street Bikeway Extension 14 4.6 Adelaide City Council - City User Profile Survey 16 5.0 Overview of other CBD Schools 17 5.1 Adelaide High School (West Terrance) 17 5.2 St Andrews Cathedral School (Sydney) 19 6.0 Traffic Generation and Distribution 21 6.1 Introduction 21 6.2 School traffic assumptions 21 6.2.1 Catchment Area 21 6.2.2 School start and end times 21 6.2.3 On site Car Parking 21 6.3 Traffic Generation 21 6.3.1 Travel mode assumptions 22 6.3.2 Private Vehicle Distribution 22 7.0 Traffic Impacts 24 7.1 Frome Road 24 7.2 Hackney Road / Plane Tree Drive 24 7.3 Bicycle parking 26 7.4 Basement access and waste removal 26 7.4.1 Waste removal 26 8.0 Kiss and Drop Location 27 8.1 Possible Kiss and Drop locations 27 8.2 Users of the Kiss and Drop zone 31 8.3 Option to not provide a Kiss and Drop area 31 8.4 Preferred Kiss and Drop location 31 9.0 Traffic Recommendations 32

1.0 Introduction In June 2015 the South Australian Government announced the location for a second Adelaide CBD High School to be located at the site of the University of South Australia’s Reid building. The purpose of this Traffic Impact Assessment is to satisfy the Development Assessment Commission (DAC) requirements for development approval.

1.1 Background information In March 2014 the South Australian Government announced its intentions to construct a New CBD School that would service 1250 high school students and be open for teaching in Term 1 2019. The 2014-15 State Budget included $85 million (allocated over 5 years) to construct the new school.

1.2 DPTI Project Brief The following is an extract from the Project Brief – Adelaide New CBD High School (Revision 4): Mode of Transport Car Parking – the location of the New CBD High School will take into account, standard parking allocation for a school, would see 1 dedicated space per FTE staff plus additional spaces for visitors and disabled. This level of provision will not be possible for a new inner city school. Consequently, consideration must be given to appropriate public transport routes and pedestrian access. Parking & Public Transport - There are numerous existing public transport services which provide public transport options for access to the precinct, including routes along North Terrace, Frome Road, East Terrace and the broader CBD network. This includes routes which connect to the O-Bahn for which the service will be improved following completion of the programmed upgrade project. Other projects, including the potential extension of the tram along North Terrace and more innovative public transport solutions being piloted will potentially provide ideal alternatives for accessibility for this inner city location. Accessibility - The primary access points for the New CBD School should be the existing Frome Road signalised intersections. These locations will not only have the most capacity to accommodate traffic movements but offer improved safety for turning movements when compared with an uncontrolled access. They also address sight line limitations created by the large trees on Frome Road. Major access on North Terrace is not desirable, due to the close proximity to the adjacent signalised intersections and the existing congestion and queuing on this road. Reducing the number of conflict points along North Terrace will improve safety for all road users, particularly pedestrians. It will also decrease the accident potential along this section of the road. The right turn currently available on this road should be closed at any retained access points.

CBD High School Drop Off/Pick Up - Pick-up/set-down demand for the precinct will be lower than would be expected at a school in a suburban location due to the relative proximity to public transport but also to the CBD where a number of parents would be expected to be employed, resulting in a shared work/school trip. In this instance, students will be able to walk to school from their careers place of employment. There are a number of physical constraints on the public road network adjacent the precinct, including high traffic volumes, sight line restrictions and severe grades on footpaths, making pick-up/set-down adjacent existing kerbs an inappropriate alternative in this instance. CBD High School Pedestrian Movement - Pedestrian accessibility to the school will need to follow desire lines for students to avoid a high level of non-compliance. Pedestrian routes need to be well-lit. In this regard the access routes from the adjacent road network will need to connect to the existing signalised pedestrian crossing routes to provide for safe accessible routes for students. This is critically important for a school as it will not be appropriate for students to be required to execute an unsafe crossing movement on a major road and will lead to such issues requiring rectification at a later date. The opportunity to link to existing facilities to provide this function can be provided using infrastructure on North Terrace and Frome Road.

1.3 Site location and context The site for the New CBD School is located in the Adelaide City Council area, north of North Terrace on Frome Road. It will occupy the Reid Building currently tenanted by the University of South Australia (UniSA) and has an area of approximately 8600m2. It is located directly across from the University of Adelaide’s North Terrace Campus and Victoria Drive. Due to the location of the site within the Adelaide CBD, and its limited area to provide onsite parking, the traffic impact of the new CBD School is a key consideration of the development.

Figure 1 Location of new CBD high school on Frome Road (source: Cox presentation to ODASA)

New CBD High School

2.0 Development Proposal

2.1 About the project The UniSA Reid Building is located on Frome Road, north of the current Royal Adelaide Hospital site and the Adelaide University Medical School and will be redeveloped with the addition of a new building into the New CBD High School to service 1,250 students from years 8 – 12 by Term 1, 2019. A artists impression (at the time of writing this report) of the new school from Frome Road is shown Figure 2.

Figure 2 Artist impression of the new school viewed from Frome Road (source: concept design by Cox Architecture, August 2016)

2.2 Site Layout The New CBD School will comprise of the refurbished Reid Building (North Building), and a new building south of the existing building (South Building) connected via a central atrium. The new South Building will be built over the existing driveway entrance and western car park. Pedestrian entry into the school will be from both the west (Frome Road) and the east (Botanic Gardens/ Parklands). Vehicular access will be via the existing Frome Road kerb cross over which will provide entrance to a basement. The basement will provide a limited number of car parking, loading dock, waste removal, service area and bicycle parking. The development removes all existing car parking spaces and provides a very limited number of spaces in the basement for disable access and car pool spaces. The layout of the basement is discussed further in Section 7.4 of this report.

Figure 3 site layout of the new CBD School

Basement Vehicle entry/ exit

3.0 Existing Situation

3.1 Introduction This section of the report provides an overview of the existing multi-modal transport considerations for the site, discussing the existing road network in the immediate vicinity of the site and detailing the current public transport walking and cycling provisions.

3.2 Road Network The site is located in the Adelaide CBD surrounded by an existing road network under the care and maintenance of the Adelaide City Council, with the exception of Plane Tree Drive/ Botanic Drive which is within the Botanic Gardens. Hackney Road is a part of the Adelaide Inner Ring Route and under the care and control of the Department of Planning (DPTI), Transport and Infrastructure. Figure 4 shows the key local roads in the vicinity of the New CBD School and Table 1 summarises the road characteristics including the function the road/ street plays within the road network (Link Level). The estimated traffic volumes for each road were collected via traffic counts undertaken between 2012-2015 and provided by DPTI and Adelaide City Council (ACC).

Figure 4 Surrounding road network

Table 1 brief description of surrounding roads/ streets

Estimate Care/ Street/ Road Description Link Level Volumes Control (veh/day) Frome Road (North Two lanes in each direction separated by Regional (II) ACC 18,000 Tce – Victoria Dr) a centreline Frome Road (Victoria Single lane in each direction with parallel District (III) ACC 15,000 Rd – War Memorial) parking on either side Plane Tree Drive/ One way loop road with angled & parallel Local (V) Botanic <1000 Botanic Dr parking Gardens Hackney Road 2 lanes each way – city ring route Metro (I) DPTI 45,000 Victoria Dr Single lane in each direction with angled Neighbourhood ACC <2000 parking (IV)

Estimate Care/ Street/ Road Description Link Level Volumes Control (veh/day) North Terrace 2-3 lanes in each direction Regional (II) ACC 30,000 War Memorial Drive Single lane in each direction with angled Local (V) ACC 2000 & parallel parking

3.3 Crash Analysis A crash data analysis was undertaken for key roads adjacent to the New CBD School. Crash data was obtained from DPTI for the five years 2010-2015, for the following roads: - Frome Road between North Terrace and War Memorial Drive - Victoria Road between Kintore Ave and Frome Road - Hackney Road at the intersections of Plane Tree Drive and Botanic Drive. 3.3.1 Frome Road Analysis of the crash data on Frome Road between North Terrace and War Memorial Drive identified a total of 175 reported crashes (2010-2015), of those, 55 resulted in injuries and 120 were identified as property damage only crashes. It should be noted that 74 of these crashes were at the intersection of Frome Road and North Terrace, of which 34 were right turn crashes and 28 were rear end crashes. The remaining 101 crashes between War Memorial Drive and North Terrace (excluding the North Tce intersection) 65% were either a rear end or side swipe crash type. The following table summarised these 101 crashes.

Table 2 Crash type breakdown for Frome Road between North Tce and War Memorial Drive

Crash Type Number of Crashes Crash Type Number of Crashes

Rear End 39 Hit Parked Vehicle 3 Side Swipe 26 Roll Over 2 Right Turn 15 Head On 1 Right Angle 9 Hit Pedestrian 1 Hit Fixed Object 4

In the last 5 years, 16 crashes occurred at the intersection of Victoria Drive and Frome Road, 10 were rear end crashes where drivers followed too closely behind another vehicle or were inattentive. Only 4 crashes were right angle or right turn crashes. Further details identified 30 crashes involving a cyclist. In the majority of these crashes, the car driver failed to give way. This number is of concern with respect to safety for students wishing to cycle to school. Of the two crashes involving pedestrians, it was the pedestrians that was inattentive and crossed without looking if safe to do so. A map of the crash data is summarised in Figure 5. Findings - 30 crashes involved a cyclist where vehicles failed to give way. ACC’s plan to extend the Frome Street Bikeway could assist in reducing these numbers by better delineating and separating cyclists from vehicle traffic. - Rear end crashes are the main crash type along Frome Road where drivers were mainly inattentive or followed too closely.

- Side swipe crashes were the second highest crash type, this often occurred when drivers changed lanes or entered the travel lane from a parking space. The proposed extension of the Frome Street Bikeway and resultant reduction of Frome Road to a single through lane could reduce these crash types. - The data suggests that University students are crossing with appropriate care as there is only one crash involving a pedestrian. 3.3.2 Victoria Road (between Kintore Ave & Frome Road) Analysis of the crash data for the last 5 years for the section of Victoria Drive between Kintore Ave and Frome Road identified 45 crashes of which, 15 resulted in injuries and 30 resulted in property damage only.

Table 3 Crash type breakdown for Victoria Drive

Crash Type Number of Crashes Crash Type Number of Crashes

Rear End 19 Hit Parked Vehicle 4 Side Swipe 10 Hit Fixed Object 3 Right Angle 6 Right Turn 3

Similarly to Frome Road, rear ends and side swipes crashes were the two highest crash types on Victoria Drive. 3.3.3 Hackney Road/ Plane Tree Drive/ Botanic Road Crash data provided for Hackney Road (between North Terrace and Bundeys Road) indicated 98 mid-block crashes, of which 22 resulted in injuries. The crash types are summarised in Table 4, which show a high number of rear end crashes due to inattention or following too closely. The 16 side swipe crashes were mainly due to drivers changing lanes dangerously.

Table 4 Hackney Road mid block crashes between North Terrace and Bundeys Road

Crash Type Injury PDO Crash Type Injury PDO

Rear End 16 50 Hit Parked Vehicle - 1 Roll Over 1 - Hit Fixed Object 2 3 Side Swipe - 16 Hit Pedestrian 3 - Right Angle - 5 Right Turn - 1

Detailed analysis identified only 2 crashes associated with each of the intersections of Hackney Road/ Plane Tree Drive and Hackney Road/ Botanic Drive. - Hackney Road / Botanic Drive: 1 right angle and 1 rear end - Hackney Road/ Plane Tree Drive: 2 rear end crashes As mentioned above the mid-block crashes could be associated with lane changes to access Plane Tree Drive. These crashes may increase if Plane Tree Drive is used as a drop off and pick up location for the new CBD School.

A summary of the number of crashes at each location is shown in the map below.

Figure 5 crash number and location

3.4 Existing car parking There is an existing car park on the eastern side of the Reid Building which currently provides approximately 40 parking spaces, however this car park will be removed as part of the development of the new school. Parking counts were undertaken by AECOM on 8 March and 5 May 2016 of the on street parking spaces which identified over 1000 spaces on the local roads surrounding the proposed schools. These parking spaces are depicted in Figure 6.

Figure 6 On street and off street parking near CBD high school site

The parking survey conducted by AECOM also identified the percentage of on-street parking spaces there were vacant, this survey was conducted between 3pm-4pm when demand for pick up spaces would be at its highest. The survey identified a large number of available spaces along Plane Tree Drive and Botanic Drive.

Figure 7 Parking survey results on 8 March and 5 May 2016– vacant spaces

Total Standard Location Time Vacant % Vacant Occupied Disabled Motorcycle Spaces Victoria Drive 3:00 PM 211 20 10% 191 2 30 Kintore Avenue 3:00 PM 100 5 5% 95 4 32 Frome Road 3:45 PM 46 9 20% 37 20 Plane Tree 3:30 PM 128 64 50% 64 6 0 Drive Botanic Drive 3:45 PM 235 211 89% 24 5 0 War Memorial 3:00 PM 194 43 22% 151 0 0 Drive East War Memorial 3:20 PM 117 15 13% 102 1 4 Drive West

The existing car park as part of the Royal Adelaide Hospital (referred to as Old Royal Adelaide Hospital, ORAH) has 900 commercial parking spaces. The whole ORAH site is under review for development of the complete site and therefore these spaces are unlikely to be available for use by the school. There is still likely to be over 5000 spaces available within the east end of the CBD without relying on parking spaces in the redeveloped ORAH site.

3.5 Public transport network and access The New CBD High School will be well serviced by the existing and future public transport system as shown in Figure 8. 3.5.1 Adelaide metro bus service Frome Road is serviced by the following bus routes (235, 238, 239, 271 and 273) and two bus stops: - One north of the site adjacent the Adelaide Zoo - One south of the site near the RAH Eleanor Harrold building In addition to the Frome Road bus services, a large number of routes service the CBD area via North Terrace, providing approximately 2000 services a day. The distance between North Terrace and the New CBD School site on Frome Road is approximately 400m (equivalent to a 5 minute walk). The next major bus corridor is Grenfell Street, which is approximately 400m walk to North Terrace from Grenfell Street. 3.5.2 Free bus service There are a number of free public transport services as shown in Figure 8 below. The 98A/C (blue route) drops students on Victoria Drive, which is very close to the new school. The 99 A/C (orange route) would be able to provide students with a free connection to from the centre of the CBD to North Terrace.

Figure 8 Public Transport Network in Adelaide CBD

3.5.3 Tram network Figure 8 shows the existing tram route through the CBD, which is an extension of the Glenelg line to the Entertainment Centre. The nearest tram stop to the new school site is the station adjacent the Adelaide Train Station, the alternative stop that students may leave the tram is at the Rundle Mall stop which is approximately 1km away from the school location. Travel on the tram between South Terrace and the entertainment centre is free and therefore students would be able to use this service to travel to the school (or as part of their overall journey) if appropriate. The State Government has announced that there is a planned tram route along North Terrace as part of the AdeLINK tram network that will extend out to Norwood and Magill described in the Integrated Transport and Land Use Plan (ITLUP). On 5th July 2016, the South Australian Government announced $55m extension of the tram network along North Terrace to the old Royal Adelaide Hospital site. This extension will provide a critical link for students at the new school. 3.5.4 Train service The Adelaide Railway Station is located on North Terrace west of King William Road. From the railway station it is just over a 1km walk to the new school site. The railway station is the central terminus of the Adelaide Metro rail system and services all metropolitan lines: - Belair and Tonsley rail line - Grange and Outer Harbor line - Gawler line - Seaford lines

Figure 9 Adelaide Metro Train Network (source: Adelaide Metro)

3.6 Existing cycling and walking network Given the close proximity of the site to the Adelaide CBD and surrounds, the site is already well connected to good walking corridors and is serviced by footpaths on both sides of Frome Road with links to numerous pedestrian crossings at North Terrace, the RAH car park access road and Victoria Drive. The CBD also provides a good permeable walking network with lots of route choices to get to a multitude of destinations. The distances that people are willing to walk will vary depending on the individual, their destination and purpose. In general, acceptable walking distance is considered to be 400 – 800 metres (or 5 to 10 minute walk). However, train passengers will generally walk further to get to a station for a faster commute home. Figure 10 below shows the 400m and 800m walking radii around the new CBD School. Figure 10 (courtesy of Adelaide city Council) also shows the existing cycling network within the Adelaide CBD with numerous corridors providing on street bicycle lanes. A segregated bikeway is provided along Frome Street between Pirie Street and Carrington Street, which will be extended to the River Torrens through funding announced in July 2016. Cycling access is provided to the current precinct via a shared bike path on the eastern side of Frome Road; an additional (on-road) bike lane is also provided on the western side of Frome Road for northbound cyclists. No bicycle paths are currently provided on North Terrace or Victoria Drive; however eastbound and westbound cyclists can use the bicycle lanes along Rundle Street or the River Torrens Linear Trail. Although there are many cycling paths provided in the CBD as shown in Figure 9, Adelaide City Council have raised concerns regarding the safety of these connections and that the potential cycling routes do not provide continuous low-stress facilities for bike riders (i.e. suitable for a 13 year old child to ride unaccompanied). Improvements to the cycling network by ACC, DPTI and other surrounding Councils will be required to increase in the number of cyclists utilising these routes and to achieve a significant proportion of students riding to school.

Figure 10 Cycling network and 400/ 800m walking distances

4.0 Future Transport Network and Land Use This section of the report discusses the potential changes to the existing network.

4.1 The Integrated Transport and Land Use Plan (ITLUP) The Integrated Transport and Land Use Plan (ITLUP) was finalised in July 2015 and made numerous recommendations regarding the development of Adelaide’s transport network. A key recommendation from the plan is the expansion of the tram network. Of particular interest to this project, is the extension of the tram network to the eastern suburbs such as Norwood (via the proposed EastLINK). $50m was recently committed by the State Government to extend the tram line along North Terrace to the old Royal Adelaide Hospital. The extension of EastLINK along North Terrace will provide an additional mode choice option for students and staff, connecting those from the inner west, and Glenelg directly to North Terrace. Details of the extension are not yet available, however there is the potential for all tram travel within the CBD to be free (as currently the case with the Glenelg to Entertainment Centre for city bound travel) which would add to the large options of free transport in the CBD. The figure below shows the proposed tram extensions to the north, east, south, west and the Port.

Figure 11 New AdelLink tram network proposed in ITLUP (2015)

4.2 O-Bahn Extension The O-Bahn extension project is currently underway providing a dedicated bus connection to Grenfell Street via a tunnel under the eastern park lands. The project includes widening of Hackney Road to include on street bus lanes in both directions, a tunnel under North Terrace and the Parklands and a reconfigured intersection at Grenfell Street and East Terrace. The detail design of the O-Bahn project is in progress. The upgrade of Hackney Road at the intersection of Plane Tree Drive provides for a separate right turn lane of approximately 100m and a shared north bound left and through lane. An assessment of proposed turn lanes is undertaken and discussed in Section 7.2 of this report.

4.3 Adelaide Smart Move Transport and Movement Strategy 2012-22 The City of Adelaide Smart Move Transport and Movement Strategy 2012-2022 published by Adelaide City Council in November 2012 identified Council’s desired transport and movement recommendations and policies over the next ten years. The strategy focuses on improving conditions for pedestrians, cyclists and those using public transport. This is already evident through the implementation of the Frome Street Bikeway and dedicated bus lanes along Currie and Grenfell Streets and increased activation of city streets and laneways. The Strategy is based around a number of desired outcomes: - Easy Walking: a city where walking is easy comfortable and safe, pedestrians have priority, suitable for people of all levels of mobility and pedestrian network is well connected. - Safety Cycling: people of all levels of cycling ability feel safe, cycling is convenient form of transport for local trips and to and from the suburbs. - Quality Public Transport: bus tram and train services are well integrated and readily accessible - Green Travel: focus on encouraging electric and low emission vehicles in the city, and where more than half of all journeys to work are via public transport, cycling or walking. The strategy also identified Frome Street, north of North Terrace, which currently acts as a regional commuter link and changed to a District link, discouraging driving through and within the city.

Figure 12 Current and future link levels for Adelaide City Council Street (source: Smart Move transport and Movement Strategy 2012- 2022)

4.4 Carbon Neutral Adelaide In November 2015 the South Australian Government and the Adelaide City Council announced a joint vision to be the world’s first carbon neutral city. The two levels of government intend working together to make Adelaide carbon neutral by investment in energy-efficient technologies and renewable energy, the use of low-emission forms of public transport, a preference for electric and hybrid cars in the CBD, improved waste management, and the encouragement of cycling and walking.

4.5 Frome Street Bikeway Extension In 2014 ACC installed Stage 1 of the Frome Street Bikeway, comprising of shared used path, contra-flow bike facilities in one way residential streets and kerb side separated bike lanes were constructed between Greenhill Road and Pirie Street. Improving the quality of cycling infrastructure is a key objective of the Council’s Strategic Movement and Transport plan to increase the number of people who ride into the city.

The next stage of the bikeway is to extend the facility to North Terrace and subsequently further north to North Adelaide past the New CBD School. The extension of the bikeway on Frome Street north of North Terrace will impact the capacity of the street and change its function as a commuter road. In July 2016, the State Government along with Adelaide City Council announced a funding deal to upgrade cycling infrastructure within the Adelaide CBD, which includes the extension of the Frome Road bike lanes north to the River Torrens. The Frome Bikeway extension will provide a safe cycling link to the New CBD School.

Figure 13 Artist Impression of how the northern end of Frome Street could look like (source: AdelaideNow: Messenger 21/10/15)

4.6 Adelaide City Council - City User Profile Survey Every year since 2002 the Adelaide City Council conducts a city user population survey to gain insight into the types of people that use the city, what they use the city for and how often. In 2015, over 2000 city users where surveyed using a random on street intercept method at various locations across the city. In 2015, the city user survey identified that 31% of people drove to the city by private vehicle (excludes car passengers), 29% of people caught the bus, 9% used the train and 19% walked to the city. Table 5 below summarised the mode of travel for each of the user types. Of the students who were surveyed 56% used public transport to travel into the city and 26% of students walked.

Table 5 City User Profile Survey by Adelaide City Council (2015)

All Users Workers Students Visitors

Car as driver 31% 33% 15% 37% Car as passenger 9% 7% 10% 11% Motorbike 1% 2% 2% 1% Cycled 3% 5% 4% 1% Walk 19% 16% 22% 16% Bus 29% 29% 43% 24% Train 9% 11% 10% 9% Tram 5% 5% 3% 5% *This information was extracted from the CUP 2015 survey and provided to AECOM directly from ACC.

Note: some City Users had more than one mode of transport per trip.

Figure 14 Summary of travel mode by City User

The survey above is a snap shot of how people travel into the CBD and is encouraging to see that over half of the students surveyed use public transport and a quarter walked or cycled.

5.0 Overview of other CBD Schools This section provides an overview of other CBD schools within Adelaide and interstate. Additional schools will be provided as the analysis continues.

5.1 Adelaide High School (West Terrance) Adelaide High School (AHS) is currently the only public high school in the Adelaide CBD, located in the western out skirts of the CBD, on the south western corner of the West Terrace and Currie Street intersection. The school caters for over 1200 students from Years 8 – 12. The school operates with a small drop off zone on West Terrace through the staff car parking area with one way access from the south. A second 80m drop of zone on the southern side of Henley Beach Road just west of West Terrace can also cater for approximately 14 vehicles. These two kiss and drop zones are shown in the Figure 15 in orange. The school is located approximately 1.1km from King William Street and approximately 1.4km to the Adelaide Railway Station. The school location is directly adjacent to the West Terrace/ Currie Street signalised intersection which is a major traffic issue for the school. On street parking spaces surrounding the school is limited to local streets on the eastern side of West Terrace, these spaces are all time limited and service the local businesses in the area.

Figure 15 Adelaide High School site location (source: Nearmaps)

Currie Street

Adelaide High School

Site observations of the school during drop off time showed: - Vehicles queueing south on West Terrace, wanting to turn left into the drop off zone on West Terrace - Vehicle queueing north on West Terrace wanting to turn right into the West Terrace drop off zone. The right turn bay is insufficient to cater for the right turn demand and therefore queueing extends into the through lane blocking traffic. This queue often extends across the signalised intersection.

- Large groups of students walk to and from the CBD to get to the school crossing West Terrace via the signalised intersection. These groups are often very large. Where the splitter islands are not large enough, pedestrians spill into the travel lanes. An email was sent to the Principal of Adelaide High School regarding the travel behaviours for all users of the site. The following questions were sent and corresponding responses were provided.

Table 6 Travel behaviours for users of Adelaide High School

Question Answer from the AHS Principal How many teacher car parking Not enough. We have 46 underground car parks and 23 in the front spaces are available on the AHS driveway on West terrace; 9 facing south on West terrace; 14 at the site back of the school; 5 line marked between building at the back of the school; 8 spaces adjacent the Hall. Are there any teachers who park Student teachers have to find a park elsewhere. Staff park around the elsewhere (free or paid)? school and do not pay for parking. How many teachers use “green Very few. Out of the 150 staff about 8 ride bikes and a few walk after travel modes” i.e. catch the bus, taking public transport (less than 10%) cycle or walk? Do any senior students drive? Students may drive but we have no parking facilities for them. They park around the school in public places/ public car parks. Do you have any information on average the % of students who: - Use public transport - Public Transport – Most - Ride their bike - Cycle: 10 – 20 students - Walk to school - Walk: approx. 20 from home, majority walk after taking some sort of public transport from/to city - Get dropped off/ picked up. - Get dropped off: A significant number but this is weather dependent. (30%) Does AHS have its own school No, but we have public buses collecting students from the front of the bus to pick students up on a daily school at the end of the day and transporting them into the city to catch basis (not for excursions) a train or tram or another bus. Other issues The real issue for us is the intersection of West Terrace and Currie Street. I imagine that managing students leaving the school at lights that are on old sequences would be an issue as it is for us.

5.2 St Andrews Cathedral School (Sydney) St Andrews Cathedral School services approximately 1100 students from Reception to Year 12 and is located at 474 Kent Street, Sydney. There is no onsite parking; the school is serviced by a two drop off facilities on Kent Street and Bathurst Street. Due to its central location it is well services by the public transport network of Sydney. Kent Street is a one way two lane road and provides a drop off zone adjacent to a segregated bike path. The cross section of Kent Street is similar to what is proposed by the extension of the Frome Street Bikeway. This drop off zone is small and provides 4 set down spaces with a small separation between the sent down bays and the bikeway.

Figure 16 Streetview image of Kent Street outside of St Andrew School (source: Google Maps streetview)

Figure 17 Location of St Andrews Cathedral School (source: Google Maps)

St Andrews Cathedral School

5.3 South Melbourne Primary School (Ferras Street) The new South Melbourne Primary School will be Victoria’s first vertical school, which will open in 2018 and accommodate 525 students from Reception to Year 6. The vertical Primary School is to be located in Ferras Street, South Melbourne (2km outside of Melbourne’s CBD). The school will be 5 stories tall and will have sporting and learning facilities on the roof to ensure more efficient use of the space. This school is part of an emerging trend of ‘vertical’ schools within and surrounding the Melbourne CBD. To ensure efficient use of the land, the Ferrars St School will have no on-site parking. Students and teachers will be encouraged to walk, cycle and make use of public transport as opposed to driving to the school every day. Increased use of alternative transport will also serve to reduce congestion on Melbourne’s roads to provide environmental and amenity benefits. This new school will also allow the boarder community to make use of its facilities to provide a greater sense of community in the area. The design of the vertical school is very similar to the new CBD High School in Adelaide regarding traffic and movement. These similarities are: - Vertical school located close to the central business district - Very limited onsite car parking - Reliant on Public Transport, walking and cycling travel modes - Small kiss and drop area (4 spaces)

Figure 18 Ferras Street Primary School building layout and architectural image (http://www.education.vic.gov.au/about/programs/infrastructure/Pages/ferrars.aspx)

6.0 Traffic Generation and Distribution

6.1 Introduction This section of the report discusses the estimated additional traffic movements that could be generated by the New CBD High School.

6.2 School traffic assumptions 6.2.1 Catchment Area The New CBD High School’s catchment zone is still under review by DECD. For the purpose to of this assessment (to understand which routes students will use to and from school) we have assumed that the majority of the students will come from the inner northern and eastern suburbs. Although, the new school will have a science, technology, engineering and maths focus, which may attract students from all areas, it is difficult to estimate these student numbers. Therefore for this traffic assessment this report focuses on routes from the north and eastern suburbs and focus on the impacts from these directions. 6.2.2 School start and end times The school start and finish times are still to be confirmed. DECD have raised the possibility of spreading the start and end times to reduce congestion during those periods. For this assessment we have assumed that the peak 30min periods will be between 8.30-9.00AM and 3.00-3.30PM. 6.2.3 On site Car Parking The DECD Design Standards (DECD14/5606) states that “car parking shall be provided for staff and visitors located close to and in view of the Administration area, and designed to avoid conflict between pedestrian, student and bicycle access and site circulation. Provide one car parking space for each staff member (full time equivalent) plus 10% for visitors (or five spaces whichever is greater).” Due to State Government and Adelaide City Council transport and environmental policies this standard is not desirable nor is it possible given the restricted space and location of the New CBD School. The site layout of the New CBD School will not permit inclusion of on-site staff car parking, except for a very limited number (3) in the basement to cater for disability parking and pool cars. As discussed in the previous section, the New CBD School is well serviced by the public transport network; additionally car parking spaces are available in the vicinity of the New CBD School for those teachers who do chose to drive to the site.

6.3 Traffic Generation The school will cater for 1250 students and 120 staff members. For the 120 staff members it is assumed that they would arrive at the school before 8:00am and depart after 4:00pm which would not coincide with the student arrival or departure peak. The arrival and departure of students will generally be concentrated over a 30 minute period around school start and finish time. The assessment below will concentrate on the impacts the 1250 students will have on the local road network.

6.3.1 Travel mode assumptions The choice of travel modes will determine the impacts the school has on the wider road network. The travel mode options split into three different active mode percentages. These are shown in Table 7.

Table 7 Travel mode percentage

High use of Active Travel Mode Mid Active Range Low Use of Active Transport Modes Percentage Number of Percentage Number of Percentage Number of

(%) Students (%) Students (%) Students Public Transport 80% 1000 70% 875 55% 688 Cycle 15% 188 5% 62 3% 37 Walk 5% 62 5% 63 2% 25 Private Vehicle 0% 0 20% 250 40% 500

The “Active Mode” would have the least impact on the local road network but would require increased investment into the walking and cycling routes and connections to the outer suburbs to provide a suitable level of safety for users. The “low use of active transport mode” would be more representative of an inner suburban high school where a high percentage of students would be driven or drive if permitted. The “mid active range” is more representative of the percentages experienced at Adelaide High School although it should be noted that the new CBD High School is more centrally located and better connected to the public transport network than Adelaide High School. It could be expected that more students will use public transport as their mode of choice. 6.3.2 Private Vehicle Distribution Using the mid active range it is assumed that 250 students will travel by private car. A percentage could car pool with a parent if he/she worked in the city, which would therefore reduce the kiss and drop number. The percentage of car pooling students could potentially be 15- 30%. However for the purpose of this assessment and to use a more conservative number this report has assumed the full 200 students arriving via private car. As mentioned previously it is assumed that the CBD High School will mainly cater for students coming from the north and the east. The distribution of students travelling by private vehicle has been distributed as shown in Figure 19. In the absence of demographic data of expected enrolments, it is assumed that approximately: - 35% will come from the east via North Terrace and Dequetteville Terrace, - 25% will come from the north via Frome Road - 40% will come from the north via Hackney Road/ Plane Tree Drive or Bundeys Road/ Frome Road These percentages have been based on a likely enrolment distribution taking into account location of other schools, and likely travel routes from those suburbs. The impact of these estimated additional volumes is discussed in Section 7.0.

Figure 19 Distribution of private vehicle traffic

10% (20) 30% (60) 25% (50)

20% (40) Frome Rd NW Plane Tree Drive

New CBD High School

15% (30)

7.0 Traffic Impacts This section of the report investigates the impacts the traffic generated by the CBD school has on the local road network. It has been identified that peak volumes will be at the arrival and departure of students (the start and finish of each school day). The AM peak period is likely to have the highest impact as it coincides with the general AM peak period.

7.1 Frome Road The traffic volumes generated by travel via private vehicle are relatively low compared to the volumes experienced on the CBD road network. The small volumes, estimated to be an additional 50 vehicles on Frome Road may increase congestion particularly around the proposed Kiss and Drop areas. Typical of road congestion issues associated with schools it is reasonable to assume that the road congestion will last between 15 to 20 minutes but will dissipate quickly once school starts. To cater for the large number of pedestrians walking to school (either from home, bus stop, tram stop or train station) the traffic signal phasing at Victoria Road/ Frome Road should be reviewed to determine an appropriate pedestrian phasing arrangement. Current phasing times may not be adequate to support the large number of students predicted to use to traffic lights to cross and therefore improvements to the intersection infrastructure such as count down timer should be considered. At the intersection of West Terrace and Currie Street, Adelaide City Council are proposing to remove the southbound left turn slip lane in order to improve pedestrian safety for Adelaide High School. A similar change may be required at the Frome Road/ Victoria Road intersection, where the left turn slip lane on Victoria Drive is removed.

7.2 Hackney Road / Plane Tree Drive Plane Tree Drive (a one way loop road) provides access within proximity (but not connected to) the new CBD High School. The O-Bahn City Access project is currently altering Hackney Road to provide dedicated bus lanes. The right turn storage lane on Hackney Road into Plane Tree Drive is located in between the two bus lanes being implemented as part of the project. The current design (and under construction at time of writing this report) shows a 100m right turn storage lane as per Figure 20. Based on the estimated turning volumes (see Section 6.3) a SIDRA model (micro-simulation model) was created to estimate the average queue length of this right turn lane into Plane Tree Drive.

Figure 20 Hackney Road Bus Lane design as part of O-Bahn City Access project (Concept Design 2015)

The SIDRA model developed to assess the location has been based on a 30min peak period using traffic volumes provided by DPTI from February 2015. Future traffic volumes could not be provided. All buses were assumed to be in the dedicated bus lane. Table 8 shows that an average queue of 40m will be experienced if approximately 60 vehicles use the right turn lane into Plane Tree Drive in the 30min AM peak. If this volume increases to 100 vehicles during the 30 minutes AM peak period, then the average queue is estimated to extend to 300m which is longer than the storage length provided. Any queuing beyond the available 100m will impact on the dedicated bus lane. It should be noted that an alternate option is available to parents if the right turn storage lane is full, as there is a u–turn facility available further south and therefore parents can enter into Plane Tree Drive from the left turn movement.

Figure 21 Hackney Road/ Plane Tree Drive Sidra inputs

Table 8 Hackney Road/ Plane Tree Drive Sidra outputs LANE SUMMARY Site: PlaneTree/Hackney AM School Giveway / Yield (Two-Way) Sensitivity Analysis (Critical Gap & Follow-up Headway): Results for Parameter Scale = 80.0 %

Lane Use and Performance Demand Cap. Deg. Lane Average Level of 95% Back of Queue Lane Lane Cap. Prob. Flows Satn Util. Delay Service Config Length Adj. Block. Total HV Veh Dist veh/h % veh/h v/c % sec m m % % South: Hackney Road S Lane 1 810 1.1 1939 0.418 100 1.0 LOS A 0.0 0.0 Full 500 0.0 0.0 Lane 2 808 1.4 1933 0.418 100 0.1 LOS A 0.0 0.0 Full 500 0.0 0.0 Lane 3 78 100. 1182 0.066 100 0.0 LOS A 0.0 0.0 Full 500 0.0 0.0 0 Approach 1696 5.8 0.418 0.5 NA 0.0 0.0 North: Hackney Road N Lane 1 1009 2.5 1919 0.526 100 0.1 LOS A 0.0 0.0 Full 500 0.0 0.0 Lane 2 1009 2.5 1919 0.526 100 0.1 LOS A 0.0 0.0 Full 500 0.0 0.0 Lane 3 96 100. 1182 0.081 100 0.0 LOS A 0.0 0.0 Full 500 0.0 0.0 0 Lane 4 120 0.0 135 0.887 100 78.6 LOS F 4.7 32.6 Short 100 0.0 NA Approach 2234 6.5 0.887 4.3 NA 4.7 32.6 Intersecti 3930 6.2 0.887 2.7 NA 4.7 32.6 on

7.3 Bicycle parking It is intended that the school promotes active travel. The New CBD School will provide end of trip facilities for cyclists (and walkers). These facilities will be in the form of lockers, showers and secure bicycle parking. It is estimated that cycling to the New CBD School could be a popular choice of travel mode and therefore provision for secure bicycle parking should be maximised to support this travel mode. The project team has identified 200 bicycle parking spaces that can be provided for students and teachers, locating the majority of these parks in the basement with a small number on the Plaza level.

7.4 Basement access and waste removal The new CBD High School has been design with the new Southern building located over the existing driveway access. Basement access will use this existing crossover on Frome Road to enter and exit the basement. The basement level will provide access for services, deliveries and waste removal. The layout of the basement permits access for: - Cars and push bikes - 8.8m service truck to enter and turn around This turn path is shown in the figure below. Any vehicle longer than an 8.8m rigid truck will not be able to turn around within the basement area. This should be clearly signed at the entrance to the basement.

Figure 22 8.8m service truck turn path in basement

7.4.1 Waste removal The vertical clearance into the basement area is limiting due to the various level differences between the basement, natural ground and ground floor level. The limited vertical clearance required discussions with waste removal companies to advise of possible solutions for waste removal. The waste removal solution requires the use of smaller than normal garbage trucks. These rear-lift trucks are 2.65m in height and therefore will require a minimum vertical clearance into the basement of 2.85m. The rear-lift trucks will also be required to reverse down into the basement and there is insufficient area to turn around within the basement. This vertical height will be incorporated into the design of the basement access. The rear lift waste trucks will require the building to use 660 Litres or 1100 Litres size bins.

8.0 Kiss and Drop Location Most parents with school age children will have experienced the difficulty and stresses of school drop off and pick up, and the congestion on the surrounding local road network. A greater level of congestion is typically experienced at afternoon pick-up time (typically 3.00pm to 3.30pm depending on the location and school finishing time) as parents would generally arrive earlier and have to find a location to park and wait until school classes end. Drop off in the morning (typically 8.30am to 9.00am) is a relatively quick and easy manoeuvre, particularly for high school students, as students are able to quickly disembark and walk to class. As this is a high school located in the CBD area and well serviced by other modes of transport, the demand for a Kiss and Drop area would be much lower compared to a suburban high school. The options for a dedicated Kiss and Drop area are discussed in the following sections.

8.1 Possible Kiss and Drop locations A review of the local road network has identified a number of possible Kiss and Drop locations. These locations are shown in following figure. - Frome Road (outside of school) - Frome Road (north of Victoria Drive) - Victoria Drive - Plan Tree Drive - ORAH Access Road An assessment of the pros and cons of each drop off location is summarised in the following table.

Figure 23 Possible drop off areas

Plane Tree Drive

Frome Rd NE Frome Rd NW

Victoria Drive

Frome Rd Front

The options have also been assessed based on safety, accessibility and congestion for vehicles and pedestrians.

Criteria Description Vehicular Safety - Number of conflict points to access location in immediate area - Potential for queuing across intersections/ travel lanes to access drop off area - 5 = no conflicts, 1 = difficult to access Vehicular Access - Does the location cater for parents coming from all directions - Is access to the drop off area easy - 5 = provides ease of access for all directions, 1 = difficult to access Congestion at location - What congestion will the drop off area create (lack of) - Severity of congestion to create safety concerns - 5 = little congestion, 1 = high congestion/ impact Pedestrian safety - Will students need to cross roads from drop off to school entrances - How many crossings are required - Are there safe cross facilities - 5 = no crossing required, good passive surveillance 1 = lots of unsafe crossings, dark, no surveillance of area Pedestrian accessibility - Distance of drop of zone to school entrances - Is the walking route safe, well-lit and good surveillance - 5 = short distance, safe environment, 1 = long distance, quiet corridors

Table 9 Pros and cons of Kiss and Drop locations

Kiss and Drop Pros Cons Vehicular Pedestrian Total location

road) Safety Safety Lack of Lack (distance) to location (# crossing crossing (# Congestion Accessibility Accessibility

Frome Road - Directly in front and on the same - Drop-off area would reduce road capacity by removal of 3 4 1 5 5 18 Directly in front side as the school either kerbside lane reducing Frome Road to one lane and/or of school - Access to the drop-off zone is removal of numerous large trees if the drop-off zone was possible from both north and south indented into the footpath area. as a U-turn could be undertaken at - Drop-off location just upstream of the Victoria Drive the Frome Road/ War Memorial signalised junction could cause queuing over the junction. Drive roundabout. - Queuing through the junction would block through traffic north of Victoria Drive - Reduces capacity of Frome Rd down to 1 lane. - Not supported by ACC Frome Road - Use existing parking spaces as - Demand could exceed length able to be provided at this 3 5 2 5 4 19 NE drop off zone north of Victoria location, resulting in queuing along Frome Road. Eastern side, Drive signalised intersection - Frome Road reduced to only one lane in each direction, and north of - Close proximity to main school therefore any queueing will impact negatively on the flow of Victoria Drive entrance, approximate distance of through traffic. 100m - Roundabout at Frome and War Memorial Dr already has - Access drop-off area from both performance issues due to congestion relating the high directions (north and south via u- volumes of through and turning traffic. Additional demand turn facility at roundabout) created by the high school will exacerbate the problem. - Access to drop off zone from the north, may not provide good service for parents from the west or south. Frome Road - Use existing parking spaces as - Students required to cross road using the signalised crossing 2 5 2 4 4 14 NW Western drop off zone north of Victoria Dr at Victoria Drive Side north of signalised intersection - Drop off zone could be accessed from Victoria Dr and Victoria Drive - Close proximity to main school therefore service parents from all directions via King William entrance, approximate distance of Street 100m - Queueing for drop off zone could queue over the Victoria Road junction

Kiss and Drop Pros Cons Vehicular Pedestrian Total location

road) Safety Safety Lack of Lack (distance) to location (# crossing crossing (# Congestion Accessibility Accessibility

Plane Tree - Low volumes on PTD - Congestion issue pushed to entry and exit points of PTD on 1 2 2 4 4 13 Drive (PTD) - PTD mainly used on weekends to Hackney Road. access Botanic Gardens and the - Hackney Road undergoing changes due to O-Bahn upgrade. Zoo. - Right turn into PTD may not be long enough, queuing issue - Proximity to School Entrance across proposed bus lane and through lane. approximately 200m - Any queue of vehicles across the new O-Bahn bus lanes - Already used as a bus loading/ would be a high safety concern. waiting area - New Hackney Road layout closes right turn out movement - Loop road, directs traffic in one out of Botanic Road, directing all traffic north and requiring to direction, reduces conflict with make a U-turn if they need to head south other vehicles - Access to PTD further away for parents if coming from the south or west. - If difficult to access parents will find alternate drop off locations Victoria Drive - Use the existing parking spaces on - Parents may still try to drop students off in front of school on 4 4 3 3 2 16 Victoria Dr and convert into drop Frome Road (traffic management should be installed by the off and pick up zones during AM school during these peak times to move parents along) and PM school Peak. ORAH Access - On same side as school, students - Road is located within the ORAH site which is currently 3 3 2 5 4 17 Road will not be required to cross the undergoing tendering process for redevelopment road. - Future purpose, function and layout of road unknown - Can be access from all directions - Traffic congestion will flow onto Frome Road due to the signalised intersection - Limited area for vehicles to turn around

Length of the Kiss and Drop area: it is widely understood that whatever length of pick up drop off areas congestion will be experienced, therefore drop of length will be limited

8.2 Users of the Kiss and Drop zone It is predicted that, the students who may use a Kiss and Drop area are: - Students with a disability - Students whose parents work in the city - Students who are carrying heavy bulky equipment It is considered that parents who do not work in the CBD would be unlikely to regularly drive into the city to drop off or pick up their high school student. Many high school students, who 13 years of age or older, would be capable of travelling on their own, particularly using of public transport. The Principal from Adelaide High School has advised that the use of the Kiss and Drop areas increase when the weather conditions are poor. This report has assumed that this will also be the case for the New CBD School.

8.3 Option to not provide a Kiss and Drop area Due to the location of the New CBD School there is the option to not provide a dedicated Kiss and Drop zone. In support of the Carbon Neutral Adelaide vision, discouraging students to travel by private vehicle would be a step towards achieving this vision. By not providing a dedicated area parents who do choose to drop off/ pick up their student would be required to find alternate parking locations. Section 3.3 of the report showed that there are 46 car parking spaces along Frome Road (north of Victoria Drive), over 200 parking spaces on Victoria Drive and many more on Plane Tree Drive/ Botanic Road and therefore a large number of on street parking spaces are available. These parking spaces could be used by parents at pick up time to park and wait, particularly as the majority of students would carry some form of mobile phone. Ease of communication between parent and student would enable pick up to occur at various locations close to the New CBD School.

8.4 Preferred Kiss and Drop location In addition to the above assessment and through rigorous consultation will all relevant stakeholders, this Traffic Impact Assessment recommends two kiss and drop locations on Frome Road north of Victoria Road on both the eastern and western side of Frome Street. The proposed kiss and drop locations are approximately a 100m walk from the main entrance of the new school and provides for northbound and south bound travel. The preferred length of the kiss and drop is 6 car parking spaces, this length enables parents to see whether a space is available in the kiss and drop bays rather than waiting at the back of the queue to enter from the end. The kiss and drops zone would be located over existing car parking spaces. These spaces would operate as no parking zone during the peak drop off and pick up times but would revert to time controlled parking outside of peak school hours. Locating the kiss and drop zone over existing parking spaces does not change the cross section of Frome Road. A kiss and drop on Plane Tree Drive was considered, however due to safety concerns at the intersection of Hackney Road and Plane Tree Drive, whereby queuing beyond the available storage would impact on the bus lane. The project team does not support a kiss and drop at this location (Plane Tree Drive). It is however likely that some parents will still continue to use Plane Tree Drive as a pick up and drop off location in an informal manner.

9.0 Traffic Recommendations Traffic access, congestion and parking are significant issues around school grounds, due to parents’ heavy reliance on travelling by private car. The large volume of students arriving and departing at the same time on any school day puts large pressures on the surround road network, however this peak congestion usually only last between 15 – 30 minutes. The New CBD School is different to many other suburban high schools due to its central location within the Adelaide CBD and is well supported by other modes of transport other than private vehicle. It is this location that enables the project team to make the following recommendations. - Car parking cannot be provided at the New CBD School, staff members and senior students will need to find alternate parking locations if they choose to travel by this mode of transport. - Bicycle parking and end of trip facilities will be provided for teachers and students. Approximately 170 bicycle parking spaces will be provided on site. - Two small kiss and drop areas will be provided to facilitate access for disabled students and those carrying large equipment. The kiss and drops will be on Frome Road north of Victoria Drive, located over existing car parking spaces. - Keep Clear pavement marking should be installed across the bus lane adjacent the right in to Plane Tree Drive. - Consideration for extension of the right turn storage lane on Hackney Road into Plane Tree Drive, once student catchments are more could be extended to increase storage into Plane Tree Drive - Pedestrian phasing to be reviewed and updated at the Victoria Drive/ Frome Road signalised intersection. count down timer recommended to be installed. - Monitor performance of left turn slip lane on Victoria Drive to assess the need to remove it, if pedestrian demand frequently spills into left turn lane. - Cycling connectivity to be improved (ACC, DPTI and adjoining councils to work together to improved connectivity to the school) Other actions and programs can also be implemented to help reduce traffic congestion. These programs should be considered and implement at the opening of the new school and be provided to students and teachers as part of their enrolment pack. - Active travel plan: aims to set active travel behaviour from the very start, where students, families and teachers are encouraged to walk, ride or use public transport. The active travel plan could be a document provided in the student’s enrolment pack which would provide families with information on options of bus/tram/train routes and timetables as well as safe walking cycling routes. - Staggering the start and end times for students will also help reduce congestion. Some schools have implemented this strategy in NSW and Victoria to help ease traffic congestion particularly as student numbers increase. - The cost to use public transport could be a deterrent to some families and therefore the New CBD School should investigate the option of providing an annual public transport metro card as part of a students’ enrolment pack. The cost of the annual pass could be included as part of the students’ enrolment fee and therefore the cost to travel by bus, train or tram would be “free” for the year. An annual pass should be investigated and discussed with the Public Transport Division of DPTI. Implementation of all of the above could result in: - reduce congestion around the new school - improve road safety - improve students' and teachers' health and fitness - reduce greenhouse gas emissions

7.3 ELECTRICITY DECLARATION FORM

New CBD School | DAC Submission | 2016 ~,,,,', I @. \ . b, Gove r n me n t ^. of South Australia ,^\ 011,1111"eili 1.3 1,111S101 ~:tort"' anti;ruins;, IC ^,^. \^,

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eosemenf oreo you will GISo need to OPProoch This brochure provides summory informalion on ETSA Utilities or ElectroNet to seek OPProvol for cleoronces from powerlines grid lips on when it's your proposol. OK to sign the declorofion form.

To protect people ond property, minimum sofe cleoronces from powerlines hove been Overheod Powerlines esfoblished in the Pegulotions under the Electricity ACf 1996. The declorofion form requires OPPliconfs The minimum sofe cleoronce between powerlines to confirm fhot their development will meet these grid buildings depends on the voltqge of the sofe cleoronces. powerline grid the type of conductor. The different types of powerlines con usuolly be The vosl ingjorily of OPPlicolions will riot hove ony recognised from their construction, however, powerline issues OS normol residentiol setbocks check with ETSA Utilities if you ore riot sure whot often couse the building to comply with the the powerline volvoge is. The Technicol Regulotor clearonce disfonces prescribed by the Electr'c'fy website confoins o list of personnel of ETSA Utilities Act. who con be confocfed for voltoge Identificotion. Pornculor core needs, however, to be token for developments on inojor roods, coinmerciol/ in dustriol deve opments Grid in other coses where higher volvoge powerI nes exist.

Even if the proposed IOCot'on of your building is closer Ihon the cleoronces outlined in this brochure, if inoy sf I be coinplionf with the Pegulofions under the Electricity Act 1996. PIeose see our brochure 'Building Sofely Near Powerlines' for more defoils or contoct the Office of the J Technicol Regulotor. You ingy be required to obtoin oddifionol informofion from the Electricity OK To SIGN Supplier for o nominal fee, including the inoximum worst cose swing Grid sog of the powerline. A Swimming pools ore considered to be structures grid ore not permitted within the cleoronce zone. it is unsofe 10 IOCole o swimming pool under ony G, eoler Ihon 31 metres from closest conductor powerline.

These legislofed cleoronce distonces ore riot the Low Vonoge ond I I 000 vons some OS electricity distribution or fronsmission coinpony eosements for occess to the Most metropolifon streets confoin only low powerlines. voltoge, or low voltoge and 11 000 volt powerlines. In these coses, if your development If there is on eosement for electricity supply will be more fhon 3.1 metres horizonfolly owoy if is purposes registered on Your Certificofe of Title You must ensure fhof the proposed IOCofion of Your OK to sign the declorofion form, building does not encrooch on the eosement oreo. If Your proposol will encrooch on the ISLE 20070112 Z;, I^ , . . ,^^ . :O ;.. ^ ^ ^^I , ^^ J, ^,^^ OK To SIGN J ^

OK To SIGN ^ ^i^. ,.^, , I'~~~ Greoler Ihon 25 met res Ijoin Ihe con1, o11ne of the powerline

132 000 or 275 000 vd, $ on a lower

Tronsmission lines ore very high volvoge powerlines Greolerlhqn 15 moires from Ihe f hot corry electricity f rom power sfofions to in o10r cenlrellne o1 the powerline substofions, or between inojor subsfofions. These ore normolly seen in country oreos or on the 19 000,33 000,66 000 or 132 000 vo"S on a $10bie pole outskirts of towns.

If there ore Ironsmission towers neor Your proposed development Grid Your building will be more Ihon 25 metres owoy from the centreline of the powerline, then if is OK to sign the declorofion form. In rurol oreos, o SWER (single wire eonh return) powerline is commonly used, ond this hos o voltoge of 19 000 volts. Due to the long spon lengths (disfonce between poles) of SWER lines, if Underground Powerlines s necessory to include oddifionol cleoronce disfonces. If there is o SWER line neor Your If You ore PIOnning to build In on oreo where proposed development grid Your building will be there ore underground powerlines, You should more thon 15 metres owoy from the powerline, coaloct Dial Before You Dig on telephone I I 00 then it is OK to sign the deciorofion form. before stoning ony excovofion. Some higher volvoge (e. g. 66 000 volts Grid It is o requirement thof underground powerlines 132 000 volts) POWerlines ore on very toll sfobie ore more Ihon 3 metres owoy from buildings. This poles-Ground 15 metres or higher. If You ore neor does not Include underground powerline lines one of these powerlines ond Your building will be directly supply'rig power to the building. Unless more fhon 15 metres owoy from the centreline of your building is right on the front boundory of Your the poles, then it is OK to s'gn the declorotion property or there is on electricity eosemenf on form. your property, it is probobly OK to sign the declorotion form.

Or r For fujihei Informot on refer to the 010cl\ure Building Sorely Neor Powerlines. ;,,', a'R ~

WWW. to c h nic o1reg ulolor. so. gov. ou G o v e rn rite nt of South AUStialia

o I the Office of the Technicol Regulofor (08) 82265500 I artm in for it nsi}or . 'n IQY "ri'' "i!'31/11 it11 DEVELOPMENT REGULATIONS 1993 Form of Declaration (Schedule 5 clause 2A) To: 01^,^Los'/\Ag!~~!=C A^,^,^^,^/V\^, I\\t COM1V\^:, S^:::07-\! Front D^!^, T. OF ^L. ,*4^-<,* ,...,,,,^,.....r- I>^.^,,^^.->^ ^^,. Ass ET 114.1^,^,,~\t^, I~\e^^-^Ci^ Date of Application:2,0116I 16

Location of Proposed Development: ...... ,....,..,..,.. H. us^ Nor . ...., L. t Nor I. . st"^^t^ ^!^v'!^':.^:;.:^>.,. T. Mrs. bulb. .A'!^?^!,,*^^^'

Section No (full/part): ., .,, .. . .Hundi. ed : Volume: $9'.'^;^'. Folio: ,12, .^:;!.,...,.. Nature of Proposed Development: I\\ ^:,-, V C-^,^ \.> ^;:::^C+'\001. ..

^ byI^,.,>:/. 4^,,^;!^'... C;::.^^':'e'::^-^>71...... a person acting on behalf of the applicant (delete the mapplicable statement) for the development described above declare that the PI. oposed development will involve the construction of a building \vliicli would, if constructed in accordance with the plans submitted, not be contrary to the I. egulations prescribed for tlie purposes of section 86 of the Electricity der 1996. I make this declaration under clause 2A(I) of Schedule 5 of the Developii, 211tReg"I"noris 1993. hats2. .o1 I G I 16 Signed : ,,,,, 7147:t'^:=::71;?------~ ~ ~ ~ ~ ~ ~ ~

Note I TITis declaration is only relevaiit to tliose development applications seeking autliorisatioii for. a for11T of development tliat involves the construction of a building (there is a definition of 'building* contained in section 4(I) of the Del, 810pi??e}71,4c/ 1993), 0tlier than where the development is limited to -

a) all internal alteration of a building; or b) an alteration to tlie walls of a btiilding but not so as to alter the SIIape of the building, Note 2 The requirements of section 86 of the Electricity/lei1996 do riot apply in relation to:

a fence that is less than 2.0 in in height; or a service line installed specifically to supply electricity to the building or structure by the operator of the transmission or distribution network from which the electricity is being supplied.

Note 3 Section 86 of the Electricity Her 1996 refers to the erection of buildings in proximity to powerlines. The regulations under this Act prescribe minimum safe clearance distances that must be complied with.

Note 4 The majority of applications will not have any powerline issues, as normal residential setbacks often cause the building to comply with the prescribed power line clearance distances. Buildings/renovations located for away from powerlines, for example towards the back of properties, will usually also comply.

Particular care needs to be taken where high voltage powerlines exist; where the development:

. is on a major road; . commercial industrial in nature; or . built to the property boundary.

Note 5 Information brochures 'Powerline Clearance Declaration Guide' and 'Building Safely Near Powerlines' have been prepared by the Technical Regulator to assist applicants and other interested persons, Copies of these brochures are available from council and the Office of the Technical Regulator. The brochures and other relevant information can also be found at WWW technical regulator. sa. o0v. au

Note 6 In cases where applicants have obtained a written approval from the Technical Regulator to build the development specified above in its current form within the prescribed clearance distances, the applicant is able to sign the form.

PLN 06 0024 AECOM Australia Ply Ltd +6,872235400 tel A='COM Lee128 +6,872235499 fax 91 King William Street ABN 20 093846925 Mala de SA 5000 Australia

WWW aecom coin

29 June 20,6

Turner & Townsend Thinc Level I. 333 King William Street Addaide, 5000

Attention: Mr. Natten Hawkes

Dear Nathan, NEW CBD SCHOOL DA CHECKLIST I ELECTRICITY DECLARATION FORM

We are aware of no above ground SAPN powerline assets along Frome Road in the immediate vicinity of the proposed development site which would not allow DPTl or their nominated representative to sign the attached Form of Declaration

Yours faithfully

< ^.-, ---~ 11' IF

James F1anagan Team Leader - Electrical james fianagan@aecom coin

Direct Dial: +61872235427 Direct Fax: +6,872235499

,ncl Pomerline Clearance Dedaration Form

p:604,160,922"12 correspondence\2.2 outs161061. doc" Rel GISF06LTR DAC SUBMISSION

7.4 STATEMENT OF ENERGY EFFICIENCY

New CBD School | DAC Submission | 2016 AECOM Australia Pty Ltd +61 8 7223 5400 tel Level 28 +61 8 7223 5499 fax 91 King William Street ABN 20 093 846 925 Adelaide SA 5000 Australia www.aecom.com

Memorandum

To Justin Davis-Bishop / Ben Wildy Page 1

Subject NEW CBD SCHOOL | DA CHECKLIST FOR 1250 STUDENTS

From James Flanagan

File/Ref No. G16H04Memo Date 28-Aug-2016

We have provided below a dot-point statement of the intended strategy for energy efficiency. These items should ideally be read in conjunction with the AECOM ESD Report, Revision 1, dated 25th August 2016. - 5-star Greenstar (designed and as built) - Roof mounted photo-voltaic array (circa 40+KW) - Rain water capture for land irrigation - Low energy lighting throughout (use of LED and other high efficient lamp sources) plus intelligent lighting controls - Energy efficient air-cooled chillers - Thermal zoning - Efficient fabric thermal performances - Free heating and cooling (heat recovery, mixed mode) - Use of evaporative cooling - Water efficient tapware selection - Fire system water capture and reuse

James Flanagan Team Leader - Electrical [email protected]

Direct Dial: +618 7223 5427 Direct Fax: +618 7223 5499

\\auadl1fp001\aecom_projects\604x\60492284\2. correspondence\2.2 out\g16h04memo da checklist item 9 memo.docx New CBD School COX Architecture 25-Aug-2016 Doc No. G16B02RPT

New CBD School ESD Report

60% DD Issue Incorporating 1250 Students AECOM New CBD School New CBD School ESD Report

New CBD School ESD Report 60% DD Issue Incorporating 1250 Students

Client: COX Architecture

ABN: 78 426 372 646

Prepared by AECOM Australia Pty Ltd Level 10, Tower Two, 727 Collins Street, Melbourne VIC 3008, Australia T +61 3 9653 1234 F +61 3 9654 7117 www.aecom.com ABN 20 093 846 925

25-Aug-2016

Job No.: 60492284

AECOM in Australia and New Zealand is certified to the latest version of ISO9001, ISO14001, AS/NZS4801 and OHSAS18001.

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 AECOM New CBD School New CBD School ESD Report

Quality Information

Document New CBD School ESD Report

Ref 60492284

Date 25-Aug-2016

Prepared by Sian Willmott

Reviewed by David Jarratt

Revision History

Authorised Revision Revision Details Date Name/Position Signature

0 29-Jul-2016 60% DD Issue James Flanagan Associate Director

1 25-Aug-2016 60% DD Issue Update James Flanagan Associate Director

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 AECOM New CBD School New CBD School ESD Report

Table of Contents 1.0 Introduction 1 2.0 Sustainability Principles 2 2.1 Project Brief – New CBD School 2 3.0 Project Objectives and Benchmarks 3 4.0 Concepts and Initiatives 4 4.1 Demonstration of leadership 6 4.1.1 Environmental displays 6 4.1.2 Productive gardens 6 4.1.3 Heat island effect 7 4.1.4 Community involvement 7 4.1.5 Climate change adaptation 8 4.2 Energy 8 4.2.1 Façade thermal performance 9 4.2.2 Building sealing 10 4.2.3 Thermal mass 10 4.2.4 Thermal zoning 10 4.2.5 Free heating and cooling of outside air 10 4.2.6 Heating, Ventilation and Cooling (HVAC) 10 4.2.7 Energy efficient lighting systems 11 4.2.8 Vertical transportation 12 4.2.9 Building Management System 12 4.2.10 Solar power generation 13 4.2.11 Solar hot water system 13 4.2.12 Building Energy Performance 13 4.3 Comfort and Indoor Environment 15 4.3.1 Indoor Air Quality (IAQ) 15 4.3.2 Acoustic Comfort 17 4.3.3 Visual comfort 17 4.3.4 Thermal comfort 20 4.4 Water 21 4.4.1 Fittings and fixtures 21 4.4.2 Rainwater collection and reuse 21 4.4.3 Greywater collection and reuse 22 4.4.4 Recycled water pipeline 22 4.4.5 Fire system water reuse 22 4.4.6 Water metering and monitoring 22 4.4.7 Water sensitive urban design 22 4.5 Materials 23 4.5.1 Building Reuse 23 4.5.2 Local products and materials 23 4.5.3 Concrete 23 4.5.4 Responsible sourcing of building materials 23 4.5.5 Sustainable products 24 4.5.6 Reduction in building materials 24 4.6 Waste 24 4.6.1 Construction and demolition waste 24 4.6.2 Operational waste 25 4.6.3 End of life waste 25 4.7 Active Schools 25 4.7.1 Bicycle use 25 4.7.2 Walkable neighbourhoods 25 4.7.3 Class scheduling 26 4.8 Transport 27 4.8.1 Reduction in car parking 27 4.8.2 Fuel efficient vehicles 27

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 AECOM New CBD School New CBD School ESD Report

4.9 Emissions 27 4.9.1 Refrigerant Selection 27 4.9.2 Light pollution 27 4.10 Innovation 27 4.10.1 Contractor education 27 4.10.2 Financial transparency 28 4.11 Green Star Assessment 28 Appendix A Green Star Design and As Built Points Matrix A Appendix B Green Star Responsibilities Matrix B Appendix C Energy and Greenhouse Gas Emissions Report C

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 AECOM New CBD School 1 New CBD School ESD Report

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 AECOM New CBD School 2 New CBD School ESD Report

2.0 Sustainability Principles The sustainability principles, priorities and benchmarks for the New CBD School were developed based on the requirements of the Department for Education and Childhood Development (DECD), Department of Planning, Transport and Infrastructure (DPTI) and the wider project team; with consideration given to the strategic direction of projects within Adelaide. A summary of the key inputs are provided below.

2.1 Project Brief – New CBD School

The New CBD School Project Brief provides the primary direction for implementation of sustainability into the project. The Project Brief defines the design team’s vision as: - Community: A community hub that both contributes to and gains from community assets. - Nurturing the science and health specialists of the next generation. - A networked learning campus: A school that never closes. - Uniquely South Australian: Set in the city, serving the State. - Embracing personalised learning: Engaging all learners by providing learning opportunities defined by the unique talents and interests of the learner. The key ESD targets defined in the Functional Design Brief include: - Minimum 5 Star Green Star Design and As-Built rating (or an approved international equivalent) - Construction waste minimisation - Appropriate adaptive reuse: The re-use of the Reid Building as a school is considered appropriate as it has good north/ south orientation and good north façade integrated shading for passive solar control with good daylight access. - Mitigation of urban heat island effect: The creation of a new school on the site of the Reid Building will require the redevelopment of the surrounding landscape and therefore provide opportunities to reconnect this area to the broader precinct. The parkland zone is extensive and care will be needed in designing areas of appropriate shade in order for the space to have a positive impact on the heat island effect felt by the adjacent buildings. - Orientation and massing for passive design: The Reid Building is considered to be well suited for School use from a daylight and energy perspective. - Water efficiency: The plan provides adequate scope for the water efficiency aspirations of the master plan to be satisfied. - Life cycle carbon footprint: This scenario minimises the overall life cycle impact of the redevelopment as it promotes a higher volume of appropriate building adaptive reuse.

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3.0 Project Objectives and Benchmarks The sustainability objectives of the new development continue to be as follows: - Reduce the facility’s ongoing energy consumption, greenhouse gas emissions and water consumption through energy and water efficiency measures - Maximise indoor environment quality (IEQ) and comfort conditions and promote physical activity within the facility to increase student performance - Provide a facility that promotes innovation, demonstrates leadership and interacts with the building users and the wider community. The project is also targeting a minimum certified 5 Star Green Star Design and As-Built Rating. A Green Star update based on the current design is provided in Section 4.11 and an updated points summary is provided Appendix A.

Reduce operational Maximise IEQ, Promote innovation, energy, water and improve student community greenhouse gas performance interaction emissions

5 Green Star Design and As Built certified rating New and existing building elements

Figure 1 Diagram of sustainability objectives.

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4.0 Concepts and Initiatives A number of initiatives are proposed based on the ESD objectives and project-specific opportunities detailed in previous sections. The icons listed below provide a link between the opportunity and ESD objectives. Table 1 provides a summary of the linkage and outlines where the initiative also directly benefits the Green Star Design and A Built Rating and responds to a Government initiative.

Maximise Indoor Environment Quality (IEQ), improve student performance

Reduce operational energy, water and greenhouse gas emissions

Promote Innovation, community interaction

Table 1 Proposed showcase ESD opportunities Green Governm Section ESD Opportunity Star ent Reference Rating Initiative Demonstration of leadership Environmental displays 4.1.1 l Productive gardens 4.1.2 l l Heat island effect 4.1.3 l Community involvement 4.1.4 l l l Climate change adaptation 4.1.5 l l Energy - Passive Façade thermal performance 4.2.1 l l l Building sealing 4.2.2 l l l Thermal mass 4.2.3 l l l Thermal zoning 4.2.4 l l l l Energy - Active Free heating and cooling of 4.2.5 l l l outside air Heating, Ventilation and 4.2.6 l l Cooling (HVAC) Energy efficient lighting 4.2.7 l l l systems Vertical Transportation 4.2.8 l l Building Management System 4.2.9 l l Energy - Generation Solar power generation 4.2.10 l l l l Solar hot water system 4.2.11 l Comfort and Indoor environment Indoor air quality 4.3.1 l l

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Green Governm Section ESD Opportunity Star ent Reference Rating Initiative Acoustic comfort 4.3.2 l l Visual comfort 4.3.3 l l Thermal comfort 4.3.4 l l Water Fittings and fixtures 4.4.1 l l l Rainwater collection and reuse 4.4.2 l l l Greywater collection and reuse 4.4.3 l l Recycled water pipeline 4.4.4 l l Fire system water reuse 4.4.5 l l Water metering and monitoring 4.4.6 l l Water sensitive urban design 4.4.7 l Materials Building reuse 4.5.1 l Local products and materials 4.5.2 l l Concrete 4.5.3 l Responsible sourcing of 4.5.4 l l building materials Sustainable products 4.5.5 l l Reduction in building materials 4.5.6 l Waste Construction and Demolition 4.6.1 l Waste Operational Waste 4.6.2 l End of life waste 4.6.3 l Active Schools Bicycle use 4.7.1 l Walkable neighbourhoods 4.7.2 l l l Class scheduling 4.7.3 l l Transport Reduction in car parking 4.8.1 l Fuel efficient vehicles 4.8.2 l Emissions Refrigerant selection 4.9.1 l Light pollution 4.9.2 l l l Innovation Contractor education 4.10.1 l l Financial transparency 4.10.2 l l

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4.1 Demonstration of leadership

The New CBD School should be a platform for environmental leadership. ESD initiatives will be demonstrated visually to showcase initiatives that provide environmental benefits, including the improvement of both indoor and outdoor environments. 4.1.1 Environmental displays

The building’s environmental attributes will be displayed in a manner that can be readily understood by building users and visitors and will serve as an environmental learning source for all. Examples of items that could be displayed include: - Building energy consumption and greenhouse gas emissions as well as energy reduction equipment - Building water usage and water conservational equipment

- Indoor environment conditions such as CO2 levels - Reduced environmental impact materials - Different modes of operation within spaces that are serviced by local and centralised air conditioning systems. The building attributes will serve as an environmental learning resource to all building users. Examples include: - The building management system integration with interactive visual displays in common passive areas such as the ground floor atrium - Integration of sustainable facts and figures into relative common spaces. I.e. water initiatives displayed in bathrooms - Highlighting sustainable building features and services by labelling and colouring them brightly 4.1.2 Productive gardens

Gardens in schools have traditionally been used for science education, agricultural training or generating school income. Today, given the urgent need for increased food security, environmental protection, more secure livelihoods and better nutrition, perceptions of the potential of school gardens are changing. Some roles which are gaining prominence are the promotion of good diet, the development of livelihood skills, and environmental awareness. With the right support, schools gardens can: - show students how to grow a variety of foods - demonstrate to students and families how to extend and improve a diet with home-grown foods - increase students preference for and consumption of vegetables and fruits Figure 2: Randwick Sustainability Hub vertical garden, Randwick, - enhance school meals (by using food grown in Sydney the café/canteen) with micronutrient-rich vegetables and fruits

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A productive garden is currently being explored by the landscape architects. Due to potential limited space, a vertical garden should be considered. Rooftop gardens can provide the following benefits: - Additional insulation to decrease energy costs. This applies for both heating and cooling - Provision of a pleasant break-out or leisure space for building occupants - Reduction of stormwater runoff - Moderation of urban heat island effect

Any rooftop design also needs to consider the future use of the building and its potential expansion. 4.1.3 Heat island effect

Heat island effect is an associated term with city or metropolitan areas, where these areas are significantly warmer than surrounding rural areas due to human activities. The temperature difference usually is larger at night than during the day, with the main cause linked with the modification of land surfaces. In order to mitigate any contribution to this effect, the new CBD school will: - Provide roofing material to the north building with a high solar reflective index (initial SRI>82) - Provide solar panels (shading) to the north building - Provide significant areas of soft landscaping (22% of site area) - Hard scaping to have a high solar reflective index (initial SRI>39) 4.1.4 Community involvement

Any new development should consider their impact on the surrounding community and how they can share, improve and give back to society. Schools are places where communities can connect, create and build collaborative partnerships with the school and with each other. The South Australian Schools as Community Hubs initiative promotes schools as a focus for community life by encouraging the use of school facilities and opening doors to community participation. The school is considering sharing the following assets: - Library spaces - Performing arts areas - Café - Gym In turn, it is proposed that the school share the facilities of the surrounding universities and public spaces such as sports fields; creating a true sense of community. There are many additional benefits to joint provision and shared use of facilities, including: - Less duplication and maximum use of community facilities and services; - Reduced operating costs - Increased security (as the facility would be in greater use) - Increased usage and revenue - Shared capital costs, services, resources and expertise - Creation of a community hub—a focal point for community activity - Improved relationships between community groups and organisations The project team has been engaging with community stakeholders and will perform a ‘needs analysis’ of the surrounding community, including community briefings, meetings or workshops in order to develop a strategy for how the project will provide social/community benefits.

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4.1.5 Climate change adaptation

A Climate Change Adaptation plan has been developed following a workshop held with the project team. The climate change adaptation workshop and assessment demonstrated the key strategies integrated into the building design to ensure its longevity and ability to cope with extreme stresses such as heat, storms and floods; - external materials used are natural and designed to age with the building and surrounds - the construction of the external building has been designed as to prevent storm damage - the swale external to the building will likely prevent flooding to the basement - heat stresses are reduced by providing internal breakout spaces, extensive façade shading and tinted glass - the plant and equipment is informed by current and likely future needs The above will ensure business continuity and safety for occupants. The general approach to assessing climate risk was informed by AS/NZS ISO 31000:2009 Risk management - Principles and guidelines and AS5334-2013 Climate change adaptation for settlements and infrastructure – A risk based approach and is depicted below.

Changes to Infrastructur Risk Existing Climate Residual Climate Impact e Assets & Statement & Mitigating Variable Risk Variable Services Rating Controls

Figure 3: Climate change risk based approach

A full climate change adaptation plan will be issued during the next stage of works.

4.2 Energy

Education buildings contribute approximately 24% of Generation government building energy use in South Australia. The approach taken for achieving energy efficiency Active Systems Gen. and reducing GHG emissions for the New CBD Passive systems School is as follows: Building Services 1. Minimise the need for energy consumption; Building Envelope 2. Provide technological solutions which deliver/convert energy in the most efficient and Building Form economically feasible way; and Site 3. Use renewable energy where technically and economically feasible. Figure 4: Energy hierarchy The development is targeting a minimum 30% reduction in greenhouse gas emissions in comparison to a reference case building. A full description of the energy modelling inputs and results can be found the Energy and Greenhouse Gas Emissions report (26/07/2016), located in Appendix C. The energy modelling was completed based on the 1000 student design and is currently being updated to reflect the current 1250 student design. It is expected that the greenhouse gas emissions reduction will remain similar to the currently modelled design; efficiencies are expected to drop in some areas by the nature of increasing large plant items such as the chillers, however, this is expected to be balanced by the extended to the photovoltaic array, which has increased by 20kW. The building fabric is proposed to remain the same. An updated energy modelling report will be included in the next report issue.

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4.2.1 Façade thermal performance

The building fabric is the main climate modifier and in the warm temperate climate of Adelaide where the summer ambient temperature can soar over 40°C and the winter night time low drop below 2°C, the fabric will be required to moderate the heat gain and loss to maintain comfort conditions and conserve energy. The façade design considers extensive external shading elements and a high performance balance of double glazing and insulated materials. The methodology verification method JV3 has been undertaken to demonstrate compliance with energy efficiency requirements under the National Construction Code. Performance based assessments are less prescriptive than the deemed-to-satisfy (DTS) provisions and consider the entire building’s energy consumption as a whole. Insulation and proposed glazing requirements are listed below. Table 2 Building fabric thermal performance requirements Minimum total construction thermal performance Building Fabric Element R-value (m².K/W) Roof and ceiling (exposed) 3.2 External walls 2.8 Internal wall (conditioned and unconditioned spaces) 1.0 – 2.8 Floor (slab on ground) - Floor (suspended over unconditioned space) 1.0

Table 3 External façade glazing thermal performance

Proposed building glazing performance VLT Façade type Façade Orientation Total U-value SHGC (centre of (W/m2K) pane) GL: A Atrium (east and west) 3.5 0.33 47% ‘Clear’ areas of west and GL: B 3.2 0.26 60% south facade GL: C West façade 3.2 0.21 38% GL: D South and east facades 3.2 0.26 60% GL: E North Facade 3.8 0.26 60% ETFE roof - ≤ 2.9 < 0.29 ≥ 52% Notes: - Extent of glazing is in line with architectural drawings dated 26 June 2016. - Total performance values are based on the thermal performance of both the glass and frame system.

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4.2.2 Building sealing

Leaky buildings allow heat to both infiltrate and dissipate through building fabric and engineering services, resulting in increased energy and running costs. The blue region in Figure 5 illustrates air filtration and consequential heat loss from an internal space. Dampers will be provided on ductwork penetrations through the building fabric to avoid infiltration into the building when exhaust or supply air systems are not operational. It is recommended that the project commit to façade pressure testing during design detailing as a minimum and whole building sealing testing during commissioning in line with international best practice guidelines. 4.2.3 Thermal mass

A large thermal inertia through the provision of exposed concrete structure allows heating/cooling load to be stored and released to reduce peak heating/cooling loads. With the addition of controls to allow night cooling, cooler night time air can pre-cool the building structure throughout summer. A large proportion of ceilings are Figure 5: Typical building air infiltration infrared proposed to be uncovered (i.e. concrete) in line with this initiative. image (blue region represents heat loss from the This approach works well in conjunction with the mixed mode space) ventilation strategy described in Section 4.2.5. 4.2.4 Thermal zoning

Well-considered thermal zoning of the functional spaces will ensure that an appropriate level of occupant thermal comfort is maintained whilst balancing a space’s air conditioning energy consumption. The space conditioning strategy for the New CBD School will separate a majority of key functional space into individual zones. This provides the ultimate level of energy efficiency – the capability to turn down /turn off air conditioning serving spaces that are not in use. This is readily achieved with a high efficiency central chiller coupled with multiple zone Variable Air Volume (VAV) air handlers. Air conditioning systems that are not centrally controlled are provided with: - An automatic switch off device that shuts the system down after a specified period, or when no movement is detected after a specified period. - A temperature control mechanism that restricts the thermostat setting to a pre-set range of 20-26°C and does not permit users to set a temperature outside of this range. 4.2.5 Free heating and cooling of outside air

The project will have a number of spaces where high occupancy rates and subsequently large volumes of heated or cooled outside air will be supplied to the internal space. Adopting economy cycle and mixed mode will help to reduce the energy associated with heating and cooling significantly. Mixed mode will be implemented to the north building. This type of system will reduce the requirement of HVAC when outside conditions are conducive to natural ventilation. A mixed mode system also provides the infrastructure for night purge, reducing the retention of heat over hot summer nights.

Mixed mode systems should not require automation and should rather serve as a learning tool for students within the building. It is proposed that for mixed mode areas, an indicator panel be installed to demonstrate when outdoor conditions are favourable for natural ventilation. 4.2.6 Heating, Ventilation and Cooling (HVAC)

Several HVAC proposals have been considered as part of the initial design development stage of works. These included Variable Refrigerant Volume (VRV) and a central chilled water system with VAV (both air cooled and water cooled chillers investigated). The comparison of systems had a focus on energy efficiency, maximising occupant thermal comfort, consideration of existing building constraints and whole of life (WOL) including maintenance etc. As a result of this analysis, the air conditioning considered for the main functional spaces are outlined as follows.

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General facility HVAC

The majority of the new CBD school is proposed to be conditioned using a highly efficient air cooled central chilled water plant. This will feed floor by floor air handling units (AHU) which will send air to variable air volume boxes present in the space. This will allow for varying conditioned air per space dependant on space load. Fan coil units are provided to some façade areas to deal with the predicted façade load. The two chiller design also allows for efficient staging, which will focus on the chillers operating at efficient low loads. The north building will be provided with operable windows to facilitate the mixed mode strategy as outlined in Section 4.2.5 above. To increase the number of operating hours appropriate for temperature control via natural ventilation, the internal temperature design criteria shall be controlled between 20-26degC. When the natural ventilation systems cannot maintain an acceptable temperature within the occupied zone the occupants will be able to close the windows to allow for mechanical ventilation to operate to bring space temperatures back to the internal temperature design criteria. When windows are open, the mechanical system shall be turned off via the use of reed switches. Evaporative cooling

In low-humidity areas such as Adelaide, evaporating water into the air provides a natural and energy-efficient means of cooling. The Café on Ground Level and kitchen on Level 2 are both provided with commercial style kitchen exhaust systems. Evaporative units will serve the kitchens and connect to the make-up air system on the hood. The possibility of using capture technology in the exhaust hoods is currently being investigated. This technology prevents heat and emissions produced by cooking appliances spreading into the work area and ultimately provides operational efficiency and energy savings. The gymnasium will also be provided with evaporative technology via overhead jet diffusers. Lobby/Atrium

The ground floor atrium space and upper connecting building walkways will be conditioned via spill air from the learning areas. As transient spaces, it is possible for these areas to operate at temperatures outside of the typical 20-26degC proposed – as occupants are not likely to spend a large amount of time in these areas. The atrium will be provided with high level louvres to facilitate the proposed strategy. 4.2.7 Energy efficient lighting systems

Energy efficient lighting systems will be installed in the new development. This will ensure a reduction in ongoing operational and maintenance costs, as well as providing adequate levels of lighting comfort to occupants. All lighting will be LED or similar efficiency and have: - A Colour Rendering Index (CRI) of 80 (unless the activity in the area is impeded by a lower CRI) - A maintained illuminance in accordance with AS1680.2.3 An energy efficient lighting control system is to be implemented, providing the following automatic lighting control functions. - Daylight linking - Where natural lighting is promoted at the building facades, additional energy saving features will be employed through the use of photo electric sensors. These controls operate the lighting at the facade through dimming or turning off lights when the ambient light levels are adequate. The zoning for perimeter lighting controls should be based on the day lighting analysis results. - Occupancy detection - Infrared motion detectors will be employed in rooms which are infrequently inhabited such as specialist classroom areas, staff rooms, meeting rooms etc. to shut off lighting and or air conditioning. This method of control automatically disables light and/or air conditioning when the rooms are not occupied. - Time clock scheduling - The provision of out-of-hours occupant control of lighting will be linked to scheduled lighting control system and provide occupants with a central control system override. Out-of-hours occupant controllers will be set with a run-on-timer to limit the amount of time the lights operate after initiated. - External lighting – photoelectric sensor override and adjustable time clock settings.

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4.2.8 Vertical transportation

There are two existing lifts in the Reid building which are being retained for use. An additional lift will be provided in the south building for access friendly vertical transportation. The atrium and central staircase form a main building attraction and are essentially the heart of the development. This will encourage stair use and physical activity over lift use. There is a myriad of research that proves that students need adequate amounts of physical activity throughout the school day—not only do they prevent obesity and obesity-related issues, but also to perform better academically. Promoting stair use provides necessary integration of exercise throughout the day.

Figure 6: Architects impression of internal central feature staircase 4.2.9 Building Management System

Building Management System (BMS) integrated energy meters will be provided to allow for onsite and remote monitoring of electricity and gas consumption of electrical and mechanical services, including: - HVAC plant equipment electrical consumption - Separate sub metering for energy uses of ≥5% (of the total building energy use) or 100kW - Separate on floor lighting & general power - Rooftop PV array - Separate functional spaces (i.e., performing arts to be separately metered to general learning spaces if on the same floor) - Vertical transport - Ventilation fans The BMS will also be connected to the water meters outlined in Section 4.4.6 of this report and will be capable of (as a minimum): - Collecting data from all meters - Alerting to missing data due to failures - Recording and processing of data on energy use or water consumption at user adjustable intervals - Raising an alarm when the energy or water use increases beyond certain parameters and automatically and instantly issue an alert to the facilities manager - Providing a breakdown of the information by building system (mechanical, electrical, etc.) or by space type - Including the consumption water or energy, the lead versus time (load profile), and the power factor (in the case of energy)

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- Producing, as a minimum, a quarterly report that is automatically emails to the facilities manager responsible to the building. This should be used to measure and report on energy and greenhouse gas performance measures against set building performance metrics. 4.2.10 Solar power generation

Photovoltaic (PV) technology permits the conversion of solar radiation into electricity and offers the ability to utilise roof or façade areas of buildings to generate renewable, greenhouse gas emissions-free electricity. Linked PV modules are encapsulated into modular panels, often a rectangular shape about a metre long. These are then interconnected to provide electrical power, which can be fed back into the electricity network. All PV modules generate a direct current (DC) output. Grid electricity and most appliances operate only on alternating current (AC) supply. To achieve this conversion, an inverter is used so that power generated from solar arrays is converted to AC and is compatible with grid electricity. An additional 20kW of PV will be added to the previously proposed roof mounted 40kW PV array. Not only will this act as a demonstration of sustainable building design and a learning tool for students, but it will also provide a reduction of approximately 80,000kWh/annum and significantly aid in reducing the peak electricity demand of the facility. The array spans most of the available room of the north roof and to some of the Figure 7: Students learning about solar power south roof. (http://www.solarconcierge.com/solarschools) This size of array far exceeds the South Australian Government mandate of 5kW capacity for all new or substantially refurbished government owned buildings. 4.2.11 Solar hot water system

Although considered, a solar hot water system has been deemed unpractical for the facility. This is due to the small demand and the major benefit from the implementation of solar PV. High efficiency heat pumps (minimum COP 3.0) will be used to service the hot water demand. Heat pumps will be located throughout the building to ensure pipe runs and associated heat loss is minimised. 4.2.12 Building Energy Performance

The building performance has been benchmarked two ways as demonstrated in Figure 8: 1. A comparison of the energy performance of the façade. This looks at the façade of the proposed development and compares it to the façade of an NCC Section J compliant development. 2. A comparison of the greenhouse gas emissions of the entire building. This looks at the fabric and building services of the proposed development and compares it to the fabric and building services of a benchmark development. The benchmark development is considered a 10% improvement over a Green Star defined reference building.

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Figure 8: Building Energy Performance Models

A summary of the results for the 1000 student building design can be found in Table 4 and Figure 9. The full description of the energy model inputs and results can be found in the Energy and Greenhouse Gas Emissions report (26/07/2016), located in Appendix C. The energy modelling is currently being updated to reflect the current design. Table 4: Summary of the results of energy modelling analysis Energy Consumption Categories Reference Intermediate Proposed

Total Energy (Gas) 1,866,899 MJ/annum 1,826,182 MJ/annum 1,569,344 MJ/annum Total Energy (Electricity) 702,132 kWh/annum 697,734 kWh/annum 468,889 kWh/annum % Total Energy reduced - 1.3% - (compared to Reference)

Greenhouse Gas Emissions 627,800 kgCO2/annum - kgCO2/annum 395,666 kgCO2/annum % GHG Emissions reduced - - 30.0%* (compared to Benchmark)

Figure 9 Greenhouse gas emissions distribution for the Reference Building and Proposed Building

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Note that the energy and greenhouse gas emissions results should not be used as a benchmark for ongoing facility energy consumption and management. This is because the Green Star modelling process relies on maximum occupant densities per room rather than a maximum of 1000/1250 students and 115/120 staff spread throughout the building. Separate occupancy modelling to benchmark the facility should be undertaken for ongoing energy management

4.3 Comfort and Indoor Environment

There are a number of aspects of a building’s indoor environment that affect the wellbeing of its occupants. Elements include thermal comfort, noise levels, external views, daylight, indoor pollutants, and other emissions such as formaldehyde and volatile organic compounds (VOCs). Good indoor environment quality (IEQ) can result in increased productivity and satisfaction amongst building occupants. Multiple studies have linked good IEQ to improved student results in the past. The section that follows provides specific initiatives that will maximise comfort and indoor environment quality for occupants. 4.3.1 Indoor Air Quality (IAQ)

Indoor Air Quality is required to be addressed before the development is occupied and during operation. Therefore, the following processes will be adhered to: - The building services will be designed to comply with ASHRAE standard 62.1:2013 in order to minimise the potential entry of outdoor air pollutants into the space - All mechanical systems are to be designed to provide adequate access for maintenance to both sides of all moisture and debris catching components within the air distribution system - All new and existing ductwork is to be cleaned in accordance with recognised standards. It must remain free of moisture and debris until occupation - All major air pollutants within the building will be exhausted to the outside (kitchens). Printing and photocopying equipment will be selected based on minimum emission standards Indoor air quality is also affected by the build-up of other indoor pollutants such as Volatile Organic Compounds (VOCs) that can be found within paints, adhesives, sealants and carpets; and formaldehyde, which can be found in engineered wood products. 95% of all of the above items will therefore meet the requirements stipulated below: Table 5: TVOC limits for Paints, Adhesives and Sealants

Product Category Max TVOC (g/L)

General purpose adhesives and sealants 50 Interior wall and ceiling paint, all sheen levels 16 Trim, varnishes and wood stains 75 Primers, sealers and prep coats 65 One and two pack performance coatings for floors 140 Acoustic sealants, architectural sealant, waterproofing 250 membranes and sealant, fire retardant sealants and adhesives Structural glazing adhesive, wood flooring and laminate 100 adhesives and sealants

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To further reduce VOCs, over 50% of paints (by cost) shall have a maximum TVOC content of 5g/L. Table 6: Carpet test standards and TVOC limits

Test Protocol Limit

ASTM D5116 –Total VOC limit 0.5mg/m2 ASTM D5116 – 4-PC (4‑Phenylcyclohexene) 0.05mg/m 2 ISO 16000 / EN 13419 - TVOC at three days 0.5mg/m2 ISO 10580 / ISO/TC 219 (Document N238) - TVOC at 0.5mg/m2 24 hours

Table 7: Formaldehyde Emission Limits for Engineered Wood Products

Test Protocol Emission Limit

AS/NZS 2269:2004, testing procedure AS/NZS ≤1mg/ L 2098.11:2005 method 10 for Plywood AS/NZS 1859.1:2004 - Particle Board, with use of ≤1.5 mg/L testing procedure AS/NZS 4266.16:2004 method 16 AS/NZS 1859.2:2004 - MDF, with use of testing ≤1mg/ L procedure AS/NZS 4266.16:2004 method 16 AS/NZS 4357.4 - Laminated Veneer Lumber (LVL) ≤1mg/ L Japanese Agricultural Standard MAFF Notification ≤1mg/ L No.701 Appendix Clause 3 (11) - LVL JIS A 5908:2003- Particle Board and Plywood, with use ≤1mg/ L of testing procedure JIS A 1460 JIS A 5905:2003 - MDF, with use of testing procedure ≤1mg/ L JIS A 1460 JIS A1901 (not applicable to Plywood, applicable to ≤0.1 mg/m²/hr high pressure laminates and compact laminates) ASTM D5116 (applicable to high pressure laminates ≤0.1 mg/m²/hr and compact laminates) ISO 16000 part 9, 10 and 11 (also known as EN 13419), applicable to high pressure laminates and ≤0.1 mg/m²/hr (at 3 days) compact laminates ASTM D6007 ≤0.12mg/m³* ASTM E1333 ≤0.12mg/m³** EN 717-1 (also known as DIN EN 717-1) ≤0.12mg/m³ EN 717-2 (also known as DIN EN 717-2) ≤3.5mg/m²hr*

All printing or photocopying equipment located throughout the project must be certified in accordance with one of the following test methodologies: ECMA-328, RAL-UZ 122 or GGPS.003. Emissions limits are outlined in Table 8 below.

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Table 8: Emissions Limits for Printing and Photocopying

Emission Rate Print Phase (mg/h) Emission Rate Ready Phase (mg/h) Monochrome Colour Printing Substance Printing (Total in Floor-mounted (Total in ready + Desktop Products ready + print Equipment print phase) phase) TVOC 18 10 1 2 Benzene <0.05 <0.05 Styrene 1.8 1 Ozone 3.0 1.5 Dust 4.0 4.0 4.3.2 Acoustic Comfort

Internal noise is a significant factor in terms of occupant satisfaction and wellbeing. It can have a major influence on productivity in the workplace and is recognised as a health hazard by the World Health Organisation. The building services within the facility shall be designed to achieve the following: - The maximum design sound levels shall aim to achieve the ‘satisfactory’ sounds levels provided in Table 1 of AS/NZS 2107:2000 unless cost prohibitive (DECD design standard). They are required to be no more than 5dB(A) above the ‘satisfactory’ levels in all cases. - The reverberation in the nominated area shall meet the lower Reverberation Time as provided in Table 1 of AS/NZS 2107:2000 (DECD design standard). Where a space is not listed in AS/NZS2107, the most comparable space should be selected. The following areas have specific DECD minimum requirements: Table 9 DECD maximum sound level and reverberation requirements.

Room Type Maximum Sound Level, dB(A) Reverberation

Multipurpose Activity Halls 40 0.6-0.7 Design and Technology Workshops 45 - Drama and Music Rooms 40 0.4-0.5 Withdrawal Rooms 35 0.4

The DECD design standards specify minimum Noise Reduction Coefficients (NRC) and Ceiling Attenuation Class (CA) ratings to assist with reverberation control: Table 10 DECD minimum NRC and CA ratings.

NRC CAC Room Type Ceiling Min Min Coverage General Learning Areas (GLA) 0.7 80% 35 Open Learning Areas, Science Laboratories, Design & 0.7 90% 40 Technology, Art Rooms, Material Preparation Areas Offices, Meeting Rooms, Quiet Rooms, Staff Room 0.5 90% 30 Corridors, Foyers, Reception 0.5 100% 35

4.3.3 Visual comfort

The correct combination of shading elements and glazing performance can allow high levels of natural daylight to penetrate internal spaces without allowing for significant glare or high façade loads. It is recognised that environments with superior access to natural light lead to improved occupant productivity, health, and well-being.

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Daylight

The Department for Education and Child Development have provided standards for daylight as follows: - 90% of the usable floor area shall receive a minimum daylight factor of 2.5 as measured at the floor level under a uniform design sky - 90% of usable floor area shall have a direct line of sight externally These standards are high and may represent full height clear glazing with no external shades. In order to minimise the impact on thermal comfort, glare and operational energy, a full façade balance concerning these benchmarks will be completed during the next phase of works. As part of the ESD concept design, the minimum natural light target for the development was set at a Daylight Factor (DF) of 2.0% for a minimum of 40% of the usable floor area. With Green Star as a benchmark, usable floor area is defined as primary spaces except those that can be excluded for functional reasons. Primary spaces are defined as all areas where a person is expected to work or remain for an extended period of time. The performing arts space on Level 2 has been excluded from calculations for functional reasons. Daylight factor is the ratio of the light level inside a structure to the light level outside the structure. A daylight factor of 2.0% represents a space that is lit adequately enough to only require artificial lighting for part of the occupied time. Calculations using this methodology are undertaken using a CIE overcast sky - a sky with completely closed cloud cover. An overcast sky does not take into account the direct light entering a space. Daylight studies undertaken have demonstrated that calculations completed using Daylight Factor do not meet the minimum targets sought using this methodology using a visible light transmittance (VLT) of 40-60%. Further investigation into predicted daylight demonstrated that Daylight Factor was potentially a poor metric for understanding levels of natural light in this climate zone, given that Daylight Factor is measured under an overcast sky which is not typical in Adelaide.

Figure 10: Visualisation of predicted illuminance levels (Level 3, facing south west, 3pm Spring Equinox)

Daylight Autonomy is a method of calculating natural light availability based on an annual dynamic simulation model using hourly sky conditions. This metric is also available as benchmark under the Green Star Design and As-Built rating tool, where the targeted level of illuminance is 160Lux for 80% of the year. The same percentage of floor is applicable for 1 and 2 points. Preliminary daylight autonomy results demonstrate that the primary functional spaces in the new CBD School receive high levels of natural light. It is estimated that >40% of the primary spaces will receive 160Lux for 80% of the year, achieving 1 point under Credit 12.1 Daylight. The daylight modelling is currently being updated to represent the current building design. Glare

Glare can be classified into two areas, discomfort glare and disability glare. Discomfort Glare refers to the sensation someone will experience when the overall illumination is too bright. Disability Glare refers to reduced visibility of a target due to the presence of a light source elsewhere in the field. It is a minimum requirement for glare to be addressed under the Green Star Design and As-Built V1.1 tool; without doing so, a rating will be unable to be achieved. Modelling can be undertaken to demonstrate compliance with the Green Star minimum requirement (Credit 12.0) provided that the model shows that the solution results in a reduction of glare equivalent to that achieved by the

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deemed-to-satisfy requirement as described by the Green Star technical manual. As modelling can include any combination of tinted glazing, fixed shading devices and other treatments it recognises the full façade solution in the consideration of visual comfort. Discomfort glare modelling has been undertaken, modelling the building at every occupied hour (typically 9am- 3.30pm weekdays) of the solstices (21st June, 21st December) and the equinox/s (21st March, 21st September) as the sun paths on these days are representative of the annual sun path. Results demonstrated that on the winter solstice, with the peak sun altitude at 30degrees, direct sun was reaching the working plane (720mm AFFL) to spaces adjacent to the north façade. Blinds were also required on the west façade to mitigate this affect (learning areas only, not to the atrium). The final proposed methodology will need to be consulted upon with the Green Building Council of Australia; and it is possible that the requirement may be less than illustrated in Figure 12 upon further consultation around operation hours and further refinement of the modelling.

Figure 11: Image demonstrating direct sunlight at the working plane on the north facade (winter solstice, 21st June)

Figure 12: Required blind locations on the north and west facades (in purple)

It is also recommended that blinds be occupant controlled and specified with a Visual Light Transmittance (VLT) of <10% to combat disability glare. The glare study is currently being updated to reflect the current design. It is expected that additional blinds may be required to the north façade of the southern building given that it now extends above the northern building. This will be confirmed in the next report update. External views

Visual comfort is also affected by accessible high quality views. As occupants with external views have an increased sense of well-being, >60% of the primary floor area has been designed to have a clear line of sight to a high quality internal or external view. Due to its ideal location, all potential views to the outside are considered high quality. High quality internal views may be views toward an area that is landscaped (must have a high plant

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density. Can be vertical) or contains a water feature, an atrium or an area where frequent movement of people can be expected. 4.3.4 Thermal comfort

Thermal comfort is a subjective measure of people’s psychological response to the heat balance of the human body. It is based on resultant temperature; a function of air temperature and mean radiant temperature, which is a function of the radiant heat transfer between an occupant and the space in question. The effects of the thermal environment on different people can vary greatly and this makes assessing the thermal comfort of a large group of people a complex issue. To maximise the usage of building spaces, providing a comfortable thermal environment is critical. The most popular metric used to assess thermal comfort is the predicted mean vote (PMV) and percentage people dissatisfied (PPD) variables developed by Fanger in 1970. Despite this being the most well- known comfort criteria, it is only applicable to indoor environments that are fully mechanically conditioned between standard temperature bands. As the PMV and PPD model is unsuitable to benchmark a mixed mode facility with widened HVAC temperature bands (20-26°C), the adaptive comfort model has been used in this analysis. The adaptive thermal comfort model (ASHRAE-55-2010) is based on the idea that the outdoor climate has a significant influence on the internal comfort of occupants, especially in naturally ventilated spaces. This is because occupants can adapt to different temperatures during different times of the year. Figure 13: ASHRAE-55 Operative Temperature Comfort Bands for Adelaide An analysis of several spaces within the building have been undertaken to ascertain their predicted comfort levels based building fabric performance requirements as stated in Section 4.2.1.

Figure 14: Thermal comfort results for selected zones

The thermal comfort assessment has been updated based on the current building form and material specification. Figure 14 demonstrates the majority of spaces modelled are considered ‘comfortable’ under the adaptive thermal comfort model, with 80% to 90% of time in that range.

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4.4 Water

As climate change intensifies, water scarcity is likely to result in further water constraints, and restrictions in Southern Australia. Water supply constraints and restrictions will also lead to increasing pressure to implement water efficiency and to find alternative water supplies. The approach to water sustainability for the New CBD School is focused on minimising potable water demand through the use of efficient fixtures and fittings. Stormwater management is another key focus area for this project. 4.4.1 Fittings and fixtures

Best practice fittings and fixtures, including tapware, toilets and showers, will be installed to minimise potable water demand. Fixtures and fittings will be based on certified star ratings provided by the Water Efficiency Labelling and Standards (WELS) scheme. Table 11 provides the minimum efficiency requirements for fittings and fixtures. Table 11 Best practice water efficiency fittings and fixtures

Device Flow rate WELS rating

Taps 4.5 litres/minute 6 star WCs 3 litres/ half flush and 4.5 litres/ full flush 4 star Showers 6.5 litres/minute 3 star Dishwashers 1.2 litres/place setting 5 Star 4.4.2 Rainwater collection and reuse

To reduce the potable water consumption of the building, rainwater is to be collected from the roof of the building and used for toilet flushing. The proposed 40kL rainwater tank has been sized to balance the effectiveness of potable water conservation against spatial and cost considerations. It demonstrates a 21% reduction in the potable water consumption of the WCs, which represent 56% of total development’s demand.

Figure 15: Breakdown of water use in new CBD School (does not currently include evaporative cooling)

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Figure 16: Percentage of WC potable water demand met per tank size

As highlighted in Section 4.1.1 initiatives such as rainwater reuse should be highlighted to provide a demonstration to students and the wider community of the rainwater harvesting and the areas the rainwater is servicing. I.e. the rainwater tank, pipework and WCs could be painted blue to demonstrate the recycled water loop. The pipework should become a building feature, rather than one that’s hidden behind ceilings and walls. 4.4.3 Greywater collection and reuse

Further investigation of a greywater treatment system has been considered cost prohibitive and has therefore been considered no further. 4.4.4 Recycled water pipeline Figure 17: Rainwater reticulation highlighted via paintwork and Consideration has also been given to the nearby Glenelg Waste Water labelling Treatment Plant (WWTP). Unfortunately, water supply pressure is unable to be guaranteed from this line and the implementation of additional pumps and tanks plus the initial capital cost of connection makes linking the development unfeasible at this time. 4.4.5 Fire system water reuse

The overall fire water protection for the new building will include temporary storage for 80% of the routine fire protection system test water and maintenance drain-downs for reuse on site. The system will drain into the rainwater tank for reuse in WCs. Where sprinkler systems are installed, each floor will be fitted with isolation valves or shut-off points for floor-by- floor testing. 4.4.6 Water metering and monitoring

Appropriate provision of water information within the New CBD School provides the ability to promote behaviour change, conduct ongoing water audits to manage consumption and effectively monitor water systems to detect leaks. Separate metering will be provided for individual floors and functional spaces with different usage patterns. All common uses for water will be individually metered. This will include but not be limited to the following: - Irrigation systems - Evaporative cooling systems - Recycled water systems (rainwater) - Kitchens - Amenities 4.4.7 Water sensitive urban design

The development shall be designed such that the post-development peak discharge does not exceed the pre- development peak event discharge. In addition, stormwater discharged from the site shall meet the following pollution reduction targets:

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Table 12: Water Sensitive Urban Design Pollution Reduction Targets Total Total Total Total Gross Pollutant Suspended Nitrogen Phosphorus Petroleum Free Oils Pollutants Solids (TSS) (TN) (TP) Hydrocarbons Reduction 80% 90% 45% 60% 90% 90% Target

4.5 Materials

In recent years, building material selection has been challenged, with designers now confronted with addressing the full life cycle of materials, including embodied energy and indoor environment quality. Reduction of building materials from concept also helps to minimise the environmental impact of a new development. 4.5.1 Building Reuse

Where possible, the development should aim to reuse material from the existing Reid building. 30% (by mass) of the existing major structure is to be retained. Services, as identified in the Condition Audit Report should be reused where possible, unless they represent a risk to the operational energy targets. Other building materials, such as bricks etc. should be revitalised and considered for use in landscaping etc. 4.5.2 Local products and materials

The economic resilience of a nation can be achieved through the use of products or materials that are manufactured regionally or nationally. The building industry is a significant user of materials, products and services and has key influence on the supply chain within Australia. Efforts should be made to prioritise the use of materials produced or manufactured within Australia, as well as employ services and skilled labour from the local area surrounding the site. 4.5.3 Concrete

Concrete produces a significant amount of the world’s greenhouse gas emissions due to the extreme energy intensity of cement production. The general consensus is that cement manufacturing produces about 5% of global CO2 emissions generated by human activity, and 3% of global emissions of all greenhouse gases. The project will reduce the environmental impact of the supplied concrete as follows: - The Portland cement will be reduced by 40%, measured by mass across all concrete used within the project in comparison to a reference case. This will be achieved by replacing it with supplementary cementitious materials; - The mix water for all concrete used in the project is to contain at least 50% captured or reclaimed water (measured across all concrete mixes in the project; and - At least 40% of course aggregate in the concrete is crushed slag aggregate or other alternative materials OR at least 25% of fine aggregate (sand) inputs in the concrete are manufactured sand or other alternative materials (measured by mass across all concrete mixes in the project), provided that use of such materials does not increase the use of Portland cement by over five kilograms per cubic meter of concrete. 4.5.4 Responsible sourcing of building materials

Attention will be given to building materials that are responsibly sourced or have a sustainable supply chain. Timber

A minimum of 95% of all timber (by cost) used in the building and construction works will be from a reused source or be FSC or PEFC certified.

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PVC

A minimum of 90% (by cost) of all permanent formwork, pipes, flooring, blinds and cables either: - Will not contain PVC and have an Environmental Product Declaration (EPD); OR - Will meet best practice guidelines for PVC Steel

95% of the building’s steel (by mass) is to be sourced from a Responsible Steel Maker and for 60% (by mass) of all reinforcing bar and mesh (for concrete framed buildings) must be produced using energy reducing processes in their manufacture. 4.5.5 Sustainable products

Emphasis shall be placed on sourcing products that are reused, have recycled content, have environmental product declarations, third party certification or stewardship programs. This includes, but is not limited to, the following products: - Furniture, loose and fixed - Cladding - Joinery and assemblies - Concrete and masonry - Internal partitions - Steel - Flooring - Glazing - Wall coverings - Timber - Ceilings

4.5.6 Reduction in building materials

Reducing the total material of any product or service limits its overall environmental impact. Dematerialisation is closely linked with improving products’ efficiency and with saving, reusing or recycling materials and products. It entails actions at every stage of the production and consumption chain: - resource savings in material extraction - improved eco-design of products - technological innovations in the production process - environmentally conscious consumption patterns - recycling of waste, etc. Emphasis shall be placed on the reduction of materials throughout the building. Where possible, ceilings and floors shall remain exposed, reducing the environmental impact of the production and transport of plasterboard/ceiling tiles and carpets/tiles etc. Reusing the existing Reid building contributes significantly to this area of sustainability.

4.6 Waste

The section that follows outlines the initiatives proposed for both operational and construction waste. 4.6.1 Construction and demolition waste

The total amount of construction and demolition waste going to landfill will be no more than 5kg/m2 of GFA. This excludes both excavation waste and special waste. Excavation waste includes unwanted material resulting from excavation activities such as a reduced level dig and site preparation and levelling, and the excavation of foundations, basements, tunnels and service trenches typically consisting of soil and stones. Special Waste includes asbestos waste and asbestos containing material, or other hazardous waste and restricted solid waste as defined by the NSW Environment Protection Authority Environmental Guidelines and Policies for Waste.

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4.6.2 Operational waste

Schools generally have a wide variety of functional spaces and therefore produce a diverse range of waste streams, including: - General waste - Paper and Cardboard - Glass - Plastic - Maintenance waste - Organic waste (from kitchen and gardens) Effective management of this waste is critical to achieving the project’s waste reduction targets. The architect shall develop a waste management plan specific to the New CBD School project in line with third-party best practice guidelines. 4.6.3 End of life waste

To reduce the total life cycle impact of the development, there will be a formal commitment in place to reduce demolition waste when the project reaches end of life. 4.7 Active Schools

Health and wellbeing forms a significant part of sustainability and obesity has become a major contributor to the global burden of chronic disease and disability. Not only does it have significant health and social impacts, but also considerable economic impacts. According to Access Economics, in 2008, the total annual cost of obesity in Australia, including health system costs and productivity and carers costs was estimated to be around $58 billion. It becomes important, therefore, to promote physical activity at a young age. 4.7.1 Bicycle use

Bicycle storage facilities and amenities (for staff) are proposed to promote the use of environmentally friendly means of private transport. Apart from promoting Figure 18 Covered Bicycle Parking exercise and a healthy lifestyle, commute by bicycle can also reduce the burning of fossil fuels and GHG emissions. Cyclist facilities, lockers and end of trip facilities (for staff) will be located in the basement, with access via the ground floor ramp or ground floor stairs. In addition to the above, the State Government and city council have recently struck a funding deal to upgrade cycling infrastructure across Adelaide’s CBD and expand the free bike-share program. A bike path that extends up Frome Rd and past the new CBD school site is already proposed which will provide safe access and connection to the wider CBD bike paths. 4.7.2 Walkable neighbourhoods

The proposed site is located just north of the Adelaide CBD and as such presents as a very walkable location. Located a 24 minute walk from downtown Adelaide, staff and students should be encouraged to walk to and from the school should they live nearby; via signage throughout, promoting exercise and healthy living.

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4.7.3 Class scheduling

Class scheduling presents inherent opportunity to incorporate exercise into daily life. It is recommended that the building be designed, such that throughout operation, classes can be scheduled for students throughout the development, requiring both students and staff to walk regularly throughout the day.

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4.8 Transport

A significant proportion of the New CBD School’s total operational GHG emissions will be associated with the burning of fossil fuels as staff, parents, older students and visitors drive to and from the building. 4.8.1 Reduction in car parking

Car parking will be reduced in comparison to the existing site, providing a positive outcome in regards to transport related emissions. 4.8.2 Fuel efficient vehicles

Where parking is provided in the basement, a minimum of one car park shall be dedicated and marked for electric vehicles. Appropriate electric vehicle charging infrastructure shall be provided within easy access of the park. This type of initiative would also provide a unique learning opportunity Figure 19: eVgo charging station (inhabitat.com) for students attending the school. 4.9 Emissions 4.9.1 Refrigerant Selection

Many refrigerants used in buildings contribute to long-term damage to the Earth’s ozone layer. Therefore, all refrigerants selected in this development will meet one of the following criteria: Option 1 Option 2 Option 3 Option 4 • The combined Total • The combined Total • All refrigerants in the • There are no refrigerants System Direct System Direct project have an ozone employed by nominated Environmental Impact Environmental Impact depletion potential of bulding systems (TSDEI) of the refrigerant (TSDEI) of the refrigerant zero AND systems in the building is systems in the building is • A global warming less than 15 less between 15 and 35 potential of 10 or less AND • A leak detection system with automated refrigerant recovery is in place (for any system with a cooling capacity above 50kWr)

4.9.2 Light pollution

The projects lighting will comply with AS4282:1997 Control of the Obtrusive Effects of Outdoor Lighting. In addition, all external lighting present in the New CBD School project will have an Upward Light Output Ratio (ULOR) of less than 5%, relative to its actual mounted orientation. Awnings can be used as a means of achieving compliance so long as they effect the blocking of 95% of the output of the lamp above the horizontal.

4.10 Innovation 4.10.1 Contractor education

Expanding the adoption of sustainable practices relies upon the education of those professionals who are directly involved in implementing sustainable solutions. This is the case for all aspects of a project, from educating those who bring materials into the site, to developing the skills and understanding of those that are responsible for installing the systems within a space. Every element of a building is handled by a contractor or subcontractor who will move on to another job. Where effective education occurs, this person can spread their knowledge of sustainability to others and encourage better outcomes for subsequent jobs. For this reason, the head personnel will hold (or receive at some point during the design, construction or operational phase of the project), a qualification related to holistic sustainable practices. In addition, the contractor is to deliver training (ideally during site induction) that:

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- Explains the core concepts of global warming, climate change and the health impacts of minimum building practices. - Highlights the sustainable solutions of the New CBD School project, including information on any certification that is being achieved by the project, why the certification is important and the role they play in achieving it. 4.10.2 Financial transparency

The lack of transparent information on the costs and benefits of sustainable building practices has reduced the uptake of these practices by some sectors. Increasing this knowledge will demystify the costs, and, when combined with the benefits of sustainable building practices, provide clear information to the industry on the value proposition of sustainable buildings, fitouts and communities. The project will therefore consider comprehensively itemising design, construction, documentation and project costs. This initiative forms part of the Green Building Council of Australia’s innovation challenge regarding financial transparency, who use the anonymised data to provide annual reporting on the cost of green buildings.

4.11 Green Star Assessment

Further development of the design between the DAC Issue report and now have impacted the points targeted under the Green Star Design and As Built tool. The changes are detailed in Table 13 below. The available points are expected to change slightly based on the update to the energy and greenhouse gas emissions modelling. The subsequent results will be outlined in the next report issue. Table 13: Changes to targeted Green Star points from concept design Point Category Credit Comments change

Adaptation and 3.1 Implementation of a +2 Consultant now engaged Resilience Climate Adaptation plan Greenhouse Gas 15A.1 Greenhouse Gas +1.05 Further development of the design has led to Emissions - Emissions Reduction improved building envelope and efficiencies in Performance building services. Peak Energy 16-B.1 Reference Building -0.6 Further development of the design has led to Demand Pathway more clarity in the points available under this Reduction – credit. Performance Renewable technology of -0.6 Further development of the design has led to Innovation process more clarity in the points available under this credit. Innovation Soft landings framework -1 Significant additional contractor costs. TOTAL change from concept design +0.85

Refining of the previous TBC credit points has also been undertaken and based on the current review, 62.35 points are being targeted, with 7.5 points marked TBC. An achievement of 60 points will need to be achieved to satisfy the criteria for a 5 Star rating. When seeking a certified rating, it is typical to target an additional 10% “buffer” of points as risk mitigation in the instance that nominated credits do not meet the GBCA’s stringent certification requirements. A full breakdown of points targeted is located in Appendix A. A list of project team responsibilities in the delivery of the Green Star submission is located in Appendix B.

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Management IEQ Energy Transport Water Materials Land Use & Ecology Emissions Innovation

0 5 10 15 20 25

Targeted TBC Available

Figure 20 Points breakdown for each Green Star category

5 Star 5 Star Pathway 55 Innovation Points Targeted TBC Low Risk 9.4 TBC Medium Risk 0 20 40 60 80 100 TBC High Risk Green Star Points

Figure 21 Overall Green Star point’s breakdown

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Appendix A

Green Star Design and As Built Points Matrix

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Appendix A Green Star Design and As Built Points Matrix

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 New CBD School 5 Star Green Star Design & As Built Points Summary 5 Star Pathway 29-Jul-16 54.95 Innovation Points Targeted Revision 6 TBC Low Risk

Credit criteria labelled (min) are a minimum requirement to achieve any points for that credit 9.4 TBC Medium Risk Credits highlighted in BLUE have two pathway options - use the drop-down box to select the appropriate option for the project 0 10 20 30 40 50 60 70 80 90 100 TBC High Risk Green Star Points

Points Credit Name Code Criterion 5 Star TBC Strategy Available MANAGEMENT Green Star Accredited Professional 1.1 Accredited Professional 1 1 AECOM has been engaged as the GSAP from the start of schematic design 2.0 Environmental Modelled Targets (min) - AECOM will prepare a Design Intent Report during DD A comprehensive services and maintainability review will be conducted both 1) during design and 2) prior 2.1 Services and Maintainability Review 1 1 to construction. A Service and Maintainability Report will be produced at each review stage. Commissioning and Tuning 2.2 Building Commissioning 1 1 Commissioning will be performed for all systems and a commissioning plan will be produced 2.3 Building Systems Tuning 1 1 The project will undergo a 12-month building tuning period for all systems 2.4 Independent Commissioning Agent 1 No ICA engaged Adaptation and Resilience 3.1 Implementation of a Climate Adaptation Plan 2 2 Climate change workshop held 4.1 Building Operations and Maintenance Information 1 1 A comprehensive O&M guide will be developed and made available to the facilities management team Building Information 4.2 Building User Information 1 1 Building user information will be delivered in a digital format to occupants The building owner/occupier will commit to energy and water targets (though not a certified rating). There 5.1 Environmental Building Reporting 1 1 must be a commitment to communicate results to relevant stakeholders on at least a quarterly basis. Commitment to Performance Requires a commitment to set targets and measure results for end of life construction waste. This can be 5.2 End of Life Waste Management 1 1 achieved through "make good" clauses in a green lease between the department and the school 6.0 Metering Strategy (min) - Accessible metering will be provided to monitor energy and water consumption for distinct uses or floors Metering and Monitoring A comprehensive monitoring strategy will be developed as part of the O&M Manual and implemented 6.1 Monitoring Strategy 1 1 through a Building Management System Construction Environmental 7.0 Environmental Management Plan (min) - The contractor will be required to produce and implement a project-specific EMP for construction Management 7.1 Formalised Management System 1 1 The contractor will be required to hold a valid ISO 14001 certification prior to and throughout construction Operational Waste 8.1 Waste in operations 1 1 Cox to follow prescriptive pathway. Requirements sent 18/04/2016. SUB-TOTAL 14 13 0 INDOOR ENVIRONMENT QUALITY

Entry of outdoor pollutants will be mitigated by placing outdoor air (O/A) intakes in accordance with 9.1 Ventilation System Attributes 1 1 ASHRAE Standard 62.1:2013. All debris-catching components within the air distribution system will be provided with access to clean both sides. All new and existing ductwork will be cleaned prior to occupation. Quality of Internal Air We were proposing to utilise the atrium space for relief air and for smoke management. As such we are 9.2 Provision of Outside Air 2 endeavouring to keep the outside air to minimum AS1668.2 requirements of 10 l/s per person . Dedicated exhausts will be provided kitchens and underground carpark where necessary. Printing and 9.3 Exhaust or Elimination of Pollutants 1 1 photocopying equipment to meet emissions limits. Appropriate internal ambient noise levels will be provided at no more than 5dB(A) above the "satisfactory" 10.1 Internal Noise Levels 1 1 sound levels provided in Table 1 of AS/NZS 2107:2000. Acoustic treatment to services will be provided to ensure reverberation times are below the maximum Acoustic Comfort 10.2 Reverberation 1 1 stated in the Recommended Reverberation Time provided in table 1 of AS/NZS 2017:2000. Dependent on internal finishes. Nominated enclosed spaces have been built to minimise cross-talk, meeting the performance requirement 10.3 Enclosed Spaces 1 Dw + LAeqT > 75. Dependent on internal finishes 11.0 Minimum Lighting Comfort (min) - The lighting design will specify high frequency ballasts with Colour Rendering Index of at least 80 Lighting levels will comply with best practice guidelines (Table 3.1 of AS 1680.2.3 for education spaces) 11.1 General Illuminance and Glare Reduction 1 1 Lighting Comfort and glare will be eliminated. Glare reduction to be demonstrated through Unified Glare Rating calculation. 11.2 Surface Illumination 1 Not targeted: Requires illumination of ceilings which would result in increased energy consumption 11.3 Localised Control 1 Requires each occupant to have control over lighting levels / switching on and off. 12.0 Glare Reduction (min) - Glare from sunlight is reduced through blinds and fixed shading devices Visual Comfort 12.1 Daylight 2 1 40% of the NLA will receive 160Lux at FFL for 80% of the time. 12.2 Views 1 1 60% of the nominated area has a clear line of sight to an internal or external view 95% of internally applied paints, adhesives, sealants and carpets will meet TVOC limits. See innovation 13.1 Paints, adhesives and carpets 1 1 Reduced Exposure to Pollutants section for additional requirements for paints. 13.2 Engineered wood products 1 1 95% of engineered wood products will meet formaldehyde limits 14.1 Thermal Comfort 1 Not achieved by nature of temperature bands Thermal Comfort 14.2 Advanced Thermal Comfort 1 Requires a thermal comfort level of PMV between -0.5 and +0.5 to be achieved. SUB-TOTAL 17 9 0 ENERGY The GHG emissions of the Proposed Building will be less than that of the Benchmark Building. Note that Conditional Requirement 15.0 Compulsory for all Green Star ratings - the Benchmark Building represents a 10% improvement on the Reference Building (NCC Section J DtS compliant) 5 points represents a reduction of 30%+ in comaparison to a Benchmark Building. See energy and 15-A.1 Greenhouse Gas Emissions Reduction - Modelled 20 5.05 greenhouse gas emissions report for full details. Greenhouse Gas Emissions - - (Not applicable for Performance pathway) - Performance - (Not applicable for Performance pathway) - - (Not applicable for Performance pathway) - - (Not applicable for Performance pathway) - The peak electricity demand of the Proposed Building will be reduced by >20% below that of the Reference Peak Electricity Demand Reduction - Building. There is a keen interest for the demand profile of buildings to be flattened under the Government 16-B.1 Reference Building Pathway 2 1.4 Performance buildings energy strategy and a requirement to incorpotate a minimum 5kW PV. 40kW of PV to be included. SUB-TOTAL 22 6.45 0 TRANSPORT 17-B.1 Access by Public Transport 3 3 Based on location There is a reduction in the number of car parking spaces in the proposed building when compared to a 17-B.2 Reduced Car Parking Provision 1 1 standard practice building. Only 3 car parks provided. Sustainability Impacts from Transport - 5% of parking is for electrical vehicles and charging infrastructure is provided. 1 electric vehicle space 17-B.3 Low Emission Vehicle Infrastructure 1 1 DtS provided Secure bicycle parking would need to be provided to 40% of students. Spatial constraint. Consider 17-B.4 Active Transport Facilities 1 engaging a transport consultant and undertake the performance pathway 17-B.5 Walkable Neighbourhoods 1 1 Walkscore of 82% Compliant SUB-TOTAL 7 6 0 WATER 18-A.1 Performance Pathway 12 5 2 Potable water consumption will be reduced compared with a benchmark through the following: - (Not applicable for Performance pathway) - Efficient water use fittings (4 star toilets, 4.5L/min taps, 6.5L/min showers, 1.2L/placesetting dishwashers) Potable Water - Performance - (Not applicable for Performance pathway) - Rainwater capture and reuse in toilets - 40kL - (Not applicable for Performance pathway) - Capture and reuse of fire test water within the project. - (Not applicable for Performance pathway) - Irrigation - crop coefficient: 0.35, sub surface drip irrigation SUB-TOTAL 12 5 2 Waterless heat rejection. TBC points need consultation with GBCA MATERIALS Portland cement is reduced in all concrete mixes by 30% (40% for additional point). Mix water for all 19-B.1 Concrete 3 1.5 1.5 concrete contains at least 50% captured or reclaimed water. (Additional 0.5 points available for aggregate Life Cycle Impacts - Material Use (up to reduction) 5 points available only) 19-B.2 Steel 1 There must be a reduction in steel by mass 19-B.3 Building Reuse 4 2 60% (by mass) of the existing structure is retained 95% of steel used in the building's structure will be sourced from responsible and energy efficient steel 20.1 Responsible Steel Maker and Fabricator 1 1 makers. Responsible Sourcing of Building 20.2 Timber 1 1 95% of timber will be sourced from certified suppliers or reused sources Materials 90% of permanent formwork, pipes, flooring, blinds and cables will comply with Best Practice PVC or will 20.3 Permanent Formwork, Pipes, Flooring, Blinds and Cables 1 1 contain no PVC Points are awarded where the Project Sustainability Value (PSV) is 3%,6%,9% of the Project Contract Sustainable Products 21.1 Sustainable Products 3 1 1 Value (PCV) for 1, 2, 3 points respectively. Potential to reuse some items not otherwise covered under the materials credit to contribute here. Use 3rd party certification for other products. Construction and Demolition Waste 22.1 Reduction of Construction and Demolition Waste 1 1 At least 90% of waste generated during construction and demolition will be diverted from landfill SUB-TOTAL 12 8.5 2.5 LAND USE & ECOLOGY 23.0 Endangered, Threatened or Vulnerable Species (min) - No endangered, threatened or vulnerable species are present on the site Ecological Value 23.1 Ecological Value 3 1 Initial calculations by TCL demonstrate 1 point achieved 24.0 Conditional Requirement (min) - The project site is not built on land with high ecological significance At least 75% of the site was previously developed land. Depends on site boundary. Includes associated 24.1 Reuse of Land 1 Sustainable Sites curtilage, road, carpark etc. If the existing site contains significant amounts of hazardous materials, it will be removed throughout in 24.2 Contamination and Hazardous Materials 1 1 accordance with best practice standards. Government mandates site contamination testing. Requires 75% of the site in plan view to be vegetation, shaded or have a high SRI. North roof - colourbond Heat Island Effect 25.1 Heat Island Effect 1 1 surfmist, EFTE roof to atrium , 17% soft landscaping. SUB-TOTAL 6 3 0

Page 1 of 2 New CBD School 5 Star Green Star Design & As Built Points Summary 5 Star Pathway 29-Jul-16 54.95 Innovation Points Targeted Revision 6 TBC Low Risk

Points Credit Name Code Criterion 5 Star TBC Strategy Available EMISSIONS Post development peak event discharge from the site must not exceed pre-development peak event 26.1 Peak Discharge 1 1 discharge. Email sent 17/05/2016 Stormwater Stormwater discharged from the site will meet the nominated pollution reduction targets. KBR to confirm. 26.2 Pollution Targets 1 1 Email sent 17/05/2016 27.0 Light Pollution to Neighbouring Properties - External lighting will comply with AS4282 'Control of the Obtrusive Effects of Outdoor Lighting' No external project luminaire has a ULOR of >5% OR Direct illuminance from external luminaires will Light Pollution 27.1 Light Pollution to Night Sky 1 1 produce a maximum initial point illuminance value into the night sky of no greater than 0.5 Lux to the site boundary and 0.1 Lux to 4.5m beyond the the site boundary Microbial Control 28.1 Microbial Control 1 1 Air based heat rejection A leak detection system with an automated refrigerant recovery system will be installed, and the combined Refrigerant Impacts 29.1 Refrigerant Impacts 1 1 Total System Direct Environmental Impact (TSDEI) will be less than 35. SUB-TOTAL 5 4 1 INNOVATION Exceeding Green Star Benchmarks Ultra Low VOC paints 1 1 Over 50% of paints (by cost) specified in the building have a maximum TVOC contect of 5g/L, The contractor is required to deliver environmental focused (global warming, building sustainable attributes etc.) training for at least 80% of contractors and sub contractors. Head contractor personnel are also Innovation Challenge Contractor Education 1 1 required to hold a holistic sustainable practices qualification (such as Green Star accreditation). Will form a part of the tender requirements for the head contractor.

- Perform a ‘needs analysis’ of the surrounding community. This may include community briefings, meetings or workshops; Innovation Challenge Community Benefits 1 1 - Develop a strategy for how the project will provide social/community benefits and consult with the broader community on the proposed plan; and - Implement the plan and deliver outcomes as defined by the community benefits strategy. Disclose the cost of sustainable building practices. All results will be reported in aggregate and no project, Innovation Challenge Financial Transparency 1 1 owner or consultant will be identifiable. Action: Agree on whether to target. Exceeding GS benchmarks Stormwater Pollution Targets 1 1 Additional pollution reduction targets above those claimed in credit 26.2 Improving GS benchmarks No new car parks on site 1 1 Removing old carparks and providing less new parks The construction and demolition waste going to landfill is to meet a fixed benchmark of 5kg of waste/m2 Improving GS benchmarks Construction and Demolition Waste 1 1 GFA. - Demonstrate that the metering network (including sub-meters) has been validated in accordance to a Innovation Challenge Energy Metering Integrity 1 1 recognised standard or practice, including but not limited to NABERS protocol and NMI standards. Innovative technology or process Renewable technology or process 2 1.4 5-10% of total energy coming from PV SUB-TOTAL 10 7.4 2

Points 5 Star TBC Available TOTAL POINTS (excluding Innovation) 95 54.95 5.5

TOTAL INNOVATION POINTS 10 7.4 2

Page 2 of 2 AECOM New CBD School B New CBD School ESD Report

Appendix B

Green Star Responsibilities Matrix

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 AECOM New CBD School b-1 New CBD School ESD Report

Appendix B Green Star Responsibilities Matrix

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 New CBD School Legend Green Star Design and As Built v1.1 - Documentation Tracking sheet Complete 12 July 2016 - Rev 0 Partially Complete/Received

Not Yet Complete/Received

MANAGEMENT Submission Template 0 3 0 0 A Green Star Accredited Professional (GSAP) has been contractually Name and contact details of accredited GSAP 0 1 0 0 Green Star Accredited engaged to provide advice, support and information related to Green 1 Letter of appointment from the client or head contractor confirming appointment of a GSAP. Must include a scope of works. Contract/letter 3 0 3 3 Professional Star principles, structure, timing and processes, at all stages of the should confirm that GSAP is appointed from schematic design until PC. project, leading to certification. Letter from the Client confirming that the GSAP satisfactorily fulfilled his/her engagement responsibilities as per Scope of Works and client 3 0 3 0 requirements In order for the minimum requirement to be met, documented targets Submission Template 0 3 0 0 0 0 0 for the environmental performance of the project must be set. Evidence of Environmental Performance Targets - either a design intent report, or owner's project requirements outlining: building 1 point is available where a comprehensive services and 3 3 3 0 0 0 0 function/operation/maintenance; targets for project energy/water consumption and energy/water budgets for nominated building system; description maintainability review of the project is performed. of how energy/water/IEQ is monitored. Commissioning and 1 point is available where comprehensive pre-commissioning and 2 Services and maintainability report outlining commisionability, controllability, maintainability, operability ('fitness for purpose'), safety of all Tuning commissioning activities are performed for all nominated building 0 0 0 3 3 3 3 nominated systems systems. Extract(s) from the Commissioning Report listing commissioning requirements for each system including design parameters, required 1 point is available where a tuning process is in place that addresses 0 0 0 3 3 3 3 commissioning activities, system operation and acceptable tolerances. Relevant sections must be highlighted. all nominated building systems. Building tuning commitment or contract demonstrating that there is a requirement for a 12 month building tuning period. 0 0 0 3 3 3 3 Submission Template  A project specific Climate Adaptation Alan has been 3 0 0 developed in accordance with a recognised standard; and Extract(s) from the Climate Adaptation Plan 3 0 0 Adaptation and 3  Solutions have been included into the building design and CV of the professional that developed the Climate Adaptation Plan Resilience 3 0 0 construction that specifically address the risk assessment Drawings and specifications demonstrating design responses to the Climate Adaptation Plan 3 0 0 component of the adaptation plan. Commissioning Report or other technical document demonstrating design responses to the Climate Adaptation Plan 3 3 3 Submission Template 0 3 0 0 0 0 0 The owner's project requirements document or equivalent document identifying the nominated building systems. 3 3 0 0 0 0 0 1 point is available where it is demonstrated that comprehensive Documentation confirming the operations and maintenance information complies with green star requirements and relevant standards. Operations and Maintenance information is developed and made 0 0 3 0 0 0 0 available to the facilities management team. A building log book available for all those managing a building. A central living/live document that includes, manuals, processes, protocols and 4 Building Information 3 0 3 0 0 0 0 1 point is available where relevant and current building user training documentation. information is developed and made available to all relevant Building User Information and (if required) documents demonstrating that Building User Information Initiatives have been installed, are accessable 0 3 3 3 3 3 3 stakeholders. by all users. Information may be in the form of screenshots, print outs or online info accessible to GBCA assessors Confirmation from the building owner that building user information has been provided to relevant parties and, if appropriate, installed and is 3 0 0 0 0 0 0 operational.

1 point is available where there is a commitment to set targets and Submission Template 0 3 0 measure results for the environmental performance of the building. Commitment to Area Schedule listing the area of each of the relevant formal commitments entered into 0 3 0 5 1 point is available where there is a commitment to set targets and Performance measure results for the construction waste from end-of-life of interior Copy of Formal Agreements that describe the stakeholders, targets and duration of agreements 3 3 3 fitouts or other building attributes. To qualify for this credit, it is a minimum requirement that accessible Submission Template 3 0 0 metering be provided to monitor building energy and water consumption, including all energy and water common uses and major uses, and sources. As built drawings showing; location of all energy and water meters on the projects and the associated energy and water uses; how the system is 0 3 0 easily accessible to residents; confirmation of requirements for utility and non-utility meters. 1 point is available where a monitoring strategy is addressed through a Metering and monitoring system, capable of capturing and processing the data Extracts from Commissioning Report where relevant, showing the automatic monitoring system is operating and has the ability to provide the 0 3 0 6 Monitoring produced by the installed energy and water meters, and accurately and information required in Compliance requirements. clearly presenting data consumption trends. Copy of Monitoring Strategy document specific to the building and including detail including metering of distinct use spaces, code compliance of 0 3 3 meters, monitoring strategy and the existence of an automatic monitoring system. It must be demonstrated that the metering network (including sub- meters) has been validated in accordance to a recognised standard or Automatic monitoring system data sheet describing the systems features and capabilities. In particular, it must describe the systems ability to 0 3 3 practice, including but not limited to NABERS protocol and NMI analyse metering information at regular intervals, i.e. on a daily, weekly and monthly basis. standards. Submission Template 3 0

To qualify for this credit, it is a minimum requirement that a Environmental Management Plan (EMP), clearly demonstrating compliance with the requirements of the NSW Environmental Systems Guidelines 0 3 comprehensive project-specific Environmental Management Plan Construction (EMP) must be in place for construction. Confirmation of subcontractor adherence to the EMP requirements that any subcontractors relevant to the project adhered to the EMP 7 Environmental 0 3 provisions at the time of construction works. It may be through confirmation from the Principal/Head contractor, or through a policy document stating Management 1 point is available where a formalised, systematic and methodical process undertaken to ensure compliance. approach to planning, implementing and auditing is in place during Inspection Reports from EMS showing that site audits took place as per the EMS and that conformity was verified. Where nonconformity is found, 0 3 construction, to ensure conformance with the EMP. audit records need to show corrective or preventive actions taken. Contractor ISO 14001 certificate showing the date of issue prior to the commencement of construction works 0 3

Submission Template 3 0 1 point is available where facilities are in place to collect and separate Operational Waste Management Plan (OWMP) including all relevant compliance requirements as outlined in the Submission Template 0 3 Operational Waste Plan to be completed by Cox 8 Operational Waste distinct waste streams, and where these facilities meet best practice Evidence of Waste Auditor qualifications, CV or project list outlining previous experience and qualifications access requirements for collection by the relevant waste contractor. Site Plan and/or Architectural Plans highlighting all relevant areas as referenced by OWMP 0 3 INDOOR ENVIRONMENT QUALITY Submission Template 3 0 0 1 point is available where:  The entry of outdoor pollutants is mitigated; Mechanical drawing for each ventilated space 0 3 3  The system is designed for ease of maintenance and cleaning; and Extract from the ventilation system specification for each system stating the project's commissioning requirements in accordance with the 0 3 3  The system has been cleaned prior to occupation and use. relevant codes/guideline. The relevant sections must be highlighted. 9 Indoor Air Quality Extract from the Commissioning Report demonstrating that the HVAC is operating as intended. For naturally ventilated area, this is only relevant 1 point is available where nominated pollutants, such as those arising 0 3 where automation systems and the like are included. from printing equipment, cooking processes and equipment, and vehicle exhaust, are limited by either removing the source of pollutants Extract from the printing and photocopy specification (where complying through low emission printers) outlining the product specification 0 3 from the nominated area, or exhausting the pollutants directly to the criteria for all printing or photocopy equipment located throughout the project. outside while limiting their entry into other areas of the project. Certificates for printing equipment (where complying through low emission printers) to ACMA 328, RAL-UZ 122 or GGPS.003 for all printing 0 3 equipment included in the fitout.

Page 1 of 5 New CBD School Legend Green Star Design and As Built v1.1 - Documentation Tracking sheet Complete 12 July 2016 - Rev 0 Partially Complete/Received

Not Yet Complete/Received

) ) M R) c T) In CO (TCL) E M) (KB A r r &T gn ( O r e T ect si r r C e e r ( t e e e n o nee r De e e To be read in conjunction with the AECOM new CBD School Green Star Design & As-Built Points Summary Rev 5 (KBR) or / n n (AE n ey gi rchi x gi D) M) er n A n er Engi rv C e E nage ngi Engi u in a E E ne al S E M t (Co c l ) i c ) c ) D ral t ape ontract i g li ty t ( (AECO tu C rica OM u OM OM n l Eng c ec d itec t En a e i h C e C chani C anti i SD v tru roj c lec r Cl E Ci S P Landsc Hea Ar Acoust E (AE Fi Hydr (AE Me (AE Qu Credit TC/CIRs Deliverable Description Comments 1 point is available where internal ambient noise levels in the Submission Template 0 0 3 nominated area are suitable and relevant to the activity type in the room. This includes all sound generated by the building systems and Detailed as built drawings showing the relevant acoustic design features 3 3 0 any external noise ingress 10 Acoustic Comfort Report by qualified acoustics consultant confirming credit compliance 0 0 3 1 point is available where the nominated area has been built to reduce the persistence of sound to a level suitable to the activities in the Extract(s) from the Commissioning Report detailing relevant measured noise levels and target noise levels 3 0 0 space. Submission Template 3 0 0 3 The minimum requirement is met where lights are flicker-free and As Built Lighting Drawings accurately address the perception of colour in the space. 0 3 0 0 As Built Architectural Drawings 0 0 3 0 11 Lighting Comfort 1 point is available where, in the nominated area: As Built Lighting Specifications/Schedules 0 3 0 0  Lighting levels and quality comply with best practice guidelines; and Product Data Sheets 0 3 0 3  Glare is eliminated. Isolux Plot Drawings 0 0 0 3 The minimum requirement is met where the glare in the nominated Submission Template 3 0 area Daylight modelling report showing the daylight factor or daylight illuminance for the claimed spaces and including: summary table showing each from sunlight through all viewing façades is reduced through a 3 0 space and floor, their nominated area and the compliant area in both square metered and as percentage; the daylight model including amount of combination of blinds, screens, fixed devices, or other means. compliant floor area and daylight values. As Built Drawings showing: the location of all blinds/shutter; any glare control devices; access to windows. 0 3 Up to 2 points are available where a percentage of the nominated area 12 Visual Comfort receives high levels of daylight:  For 40% of the nominated area – 1 point; Manual calculations showing: compliant floor area for daylight; complaint area for views; height and length of windows and any area of skylights; 3 3  For 60% of the nominated area – 2 points. lines of sight showing no obstructions exist either internally or externally

1 point is available where 60% of the nominated area has a clear line- ofsight to a high quality internal or external view. 1 point is available where at least 95% of all internally applied paints, Submission Template 3 0 0 0 0 0 adhesives, sealants and carpets meet stipulated ‘Total VOC Limits’, or, where no paints, adhesives, sealants or carpets are used in the Specifications demonstrating emission levels or formaldehyde contents 0 3 3 3 3 3 building. Reduced Exposure to 1 point is awarded when over 50% of paints (by cost) specified in the 13 Product Data Sheets demonstrating emission levels or formaldehyde contents Pollutants building have a maximum TVOC contect of 5g/L, 0 3 0 0 0 0

to demonstrate the supply and costs of compliant materials 1 point is available where at least 95% of all engineered wood Invoices and proof of purchase 0 3 0 0 0 0 products meet stipulated formaldehyde limits or no new engineered Bill of Quantities from Quantity Surveyor or Cost planner, demonstrating total material costs 0 3 0 0 0 0 wood products are used in the building. ENERGY

Submission Template 3 0 0 0 0 0

Completed Green Star - Design & As Built GHG Emissions Calculator 2 0 0 0 0 0 4 points are available where it is demonstrated that there is a 25-30% in the predicted energy consumption and GHG emissions of the Energy modelling report in accordance with the Building Energy Consumption and Greenhouse Gas Emissions Calculation Guidelines following proposed building. 3 0 0 0 0 0 the structure of the guide and clearly: identifying all default values used (e.g.. occupant density); identifying the assumptions made (justifying them where used), design driven inputs and reference drawings; corresponding to the design. Greenhouse Gas Points are awarded based both on improvements to the building’s 15 Extracts from the specifications demonstrating all the inputs used in the energy simulation are reflected in the current design Emissions façade, and on the project’s predicted ability to reduce its energy 3 3 0 3 3 3 consumption and emissions towards ‘net zero operating emissions’. Extract(s) from the Commissioning Report demonstrating (through supporting evidence) that the building has been commissioned and operates 0 3 0 0 0 0 See final energy modelling report for further details. as described in the energy modelling report. As built drawings demonstrating that the façade details and materials are the same as described in the energy modelling report. 0 0 3 0 0 0

NOTE: Projects teams are required to provide, for each separate part of the building, all documentation (as defined above) needed to demonstrated compliance with relevant method used. Submission Template 3 0 Completed Green Star - Design & As Built Energy Calculation and supporting evidence (items below) 3 0 Up to 2 points are available where it is demonstrated that the project’s predicted peak electricity demand has been reduced below that of a Energy modelling report containing a section specifically on peak electricity demand reduction, with information provided as per the requirements 3 0 Peak Electricity 16 Reference Building: of the Building Energy Consumption and Green House Gas Calculation Guidelines Demand Reduction  20% : 1 point Extracts from the Commissioning Report that specifically highlight the systems which contribute towards the peak electricity demand reduction, 0 3  30%: 2 points and demonstrate that they have been commissioned and operate as described in the energy modelling report. NOTE: Mixed Use Projects project teams are required to provide all documentation specified above, to demonstrate compliance with each relevant pathway used for each section of the building TRANSPORT Up to 3 points are available based on the accessibility of the site by Submission template 2 0 0 public transport. As Built project drawings showing the proposed car parking spaces 0 0 3 17 Sustainable Transport 1 point is available where there is a reduction in the number of car Walk score report parking spaces in the proposed building when compared to a standard- 1 0 0 practice building. Site plan showing the amenities nearby 3 3 0

WATER Submission Template 3 0 0 0 0 0

7 points are available based on the magnitude of the Completed Green Star Potable Water Calculator, the following documents support the table: 3 0 0 0 0 0 predicted reduction in potable water consumption, when the project WELS certificates for all toilets urinals, taps, showers, dishwashers, and residential-scale laundry equipment 0 0 3 3 0 0 is compared against a Reference Building. As Built Drawing(s) clearly showing the location of all heat rejection equipment installed on the project 0 0 3 0 0 3 Evap cooling to kitchens and gym - Efficient water use fittings (4 star toilets, 4.5L/min taps, 6.5L/min 18 Potable Water As Built Drawing(s) showing the landscape design and the irrigation system, listing the name, location and plant species zone as appearing in the showers,1.2L/placesetting dishwashers) 0 3 0 0 0 0 calculator - Rainwater capture and reuse in toilets - 40kL - Capture and reuse of fire test water within the project. As Built Drawing(s) for each typical floor showing isolation valves for floor by floor testing of the fire sprinkler system, and drawing of the water 0 0 3 0 3 0 - Irrigation - crop coefficient: 0.35, sub surface drip irrigation storage and re-use system(s)

Page 2 of 5 New CBD School Legend Green Star Design and As Built v1.1 - Documentation Tracking sheet Complete 12 July 2016 - Rev 0 Partially Complete/Received

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MATERIALS Submission Template 3 0 0 0 0

2 points are available where the Portland cement content is reduced by 40%, measured by mass across all concrete used in the project compared to the reference case. Structural Specifications 0 3 0 0 0

0.5 point is available where the mix water for all concrete used in the project contains at least 50% captured or reclaimed water (measured across all concrete mixes in the project). As Built Structural Drawings 0 3 3 0 0

0.5 point is available where either: Life Cycle Impacts - At least 40% of coarse aggregate in the concrete is crushed slag 19.B.1 Concrete aggregate or another alternative materials (measured by mass across Structural engineer's report including: Summary calculation showing the percentage reduction of Portland cement content between actual and 0 3 0 0 0 all concrete mixes in the project), provided that use of such materials reference case; identification of wall water/course/fine aggregate uses in the project and demonstrating how the Credit Criteria is met. does not increase the use of Portland cement by over five kilograms per cubic meter of concrete; OR Concrete supplier's submission detailing target mix designs for each product supplied to the project identifying strength grade of concrete, special 0 0 3 0 0 At least 25% of fine aggregate (sand) inputs in the concrete are properties of each product, quantities and types of cement, supplementary cementitious materials, water, course aggregates and fine aggregates. manufactured sand or other alternative materials (measured by mass across all concrete mixes in the project), provided that use of such materials does not increase the use of Portland cement by over five Confirmation from the architect, quantity surveyor or head contractor that: no new concrete is specified fro the project; or comparing cost of 0 0 3 3 3 kilograms per cubic meter of concrete. concrete against the project's total contract value

Submission Template Life Cycle Impacts - 2 points are available where at least 60% (by mass) of the existing 3 3 0 3 19.B.3 Building Reuse major structure is retained Demolition or Site Drawing indication the structures on site at time of purchase, extent of demolition, retained structure/façade 0 0 3 3 Submission Template including total mass of steel used in the building, details of steel that have been supplied by a responsible steel fabricator, 3 3 3 3 3 1 point is available where 95% of the building’s steel (by mass) is perentage of steel reinforcement that has been produced by energy reducing processes, completed timber schedule, completed PVC schedule. sourced from a Responsible Steel Maker; and For concrete framed As Built Structural Drawings 0 3 3 0 0 buildings, at least 60% (by mass) of all reinforcing bar and mesh is produced using energy-reducing processed in its manufacture Structural Specifications 0 3 0 0 0 (measured by average mass by steel maker annually). Steel Producer's ISO14001 certificate 0 0 3 0 0 1 point is available where at least 95% (by cost) of all timber used in the Details of Steel Fabricator's membership of ASI Environmentally Sustainability Charter 0 0 3 0 0 Responsible Building building and construction works is either: 20 Materials A. Certified by a forest certification scheme that meets the GBCA’s Product data sheets 0 0 3 0 0 ‘Essential’ criteria for forest certification; OR B. Is from a reused source. Invoices confirming types of timber or PVC products 0 0 3 0 0

1 point is available where 90% (by cost) of all permanent formwork, Bill of Quantities / Report from Quantity Surveyor/Cost Planner/Project Manager or other qualified professional 0 0 3 0 0 pipes, flooring, blinds and cables in a project either: A. Do not contain PVC and have an Environmental Product Energy-Reducing Processes Report from reinforcing steel maker: confirming at least 60% of reinforcement produced in annually uses energy- 0 0 3 0 0 Declaration (EPD); OR reducing processes; outlining those processes. Must include summary of LCA for the technology. B. Meet Best Practice Guidelines for PVC. Confirmation of the supplier that: they are a responsible steel maker provided with compliance documentation; the total quantities (by mass) of 0 3 0 0 structural and/or reinforcing steel supplied to the building Submission Template 3 0 0 0 2 points are available when 60% of all materials used in the project meet transparency and sustainability requirements under one of the Product Sustainability and Sustainability Calculator, including as evidence: 3 3 3 0 following initiatives: Confirmation of Project Cost from Quantity Surveyor or other qualified professional 0 0 0 3 A. Reused Products; B. Recycled Content Products; Confirmation from supplier that products are recycled, their recycled content and cost 21 Sustainable Products 0 3 0 0 C. Environmental Product Declarations; Product Certification Certificate D. Third-Party Certification; or 0 3 3 0 E. Stewardship Programs. Evidence of cost of certified products 0 3 0 0 Points are calculated based on specified benchmarks for the percentage of compliant products used in the project. Environmental Product Declarations 0 3 3 0

The construction and demolition waste going to landfill must meet a Submission Template 3 0 0 0 fixed benchmark of 5kg of waste per square meter of gross floor area (GFA). Demolition or Site Drawings indicating structures on site at time of purchase, extent of demolition and retained structure/façade 0 3 0 3 Construction and Special waste and excavation waste are to be excluded from 22 Demolition Waste consideration in this credit. However, soil generated from site clean-up The cumulative waste report generated from monthly waste reports provided by the waste contractor over entire duration of project. Monthly waste 0 0 3 0 works which incorporates soil leaving the site mixed with general reports (and supporting waste disposal dockets) do not need to be included. construction and demolition waste, must be included in the waste-to- landfill calculations, as it forms part of the building site’s general waste Compliance Verification summaries from waste contractor(s) and waste processing facilities as detailed in Green Star Construction and 0 0 3 0 profile. Demolition Waste Management Operational and Reporting Criteria - Auditor Verification Guidance document.

Land Use & Ecology Submission Template 0 3 0 0 0 To meet the minimum requirement for this credit, the project must Change of Ecological Value Calculator, supported by: 0 3 0 3 0 demonstrate that no critically endangered, endangered, or vulnerable Proof of Date of Purchase 3 0 0 0 0 species, or ecological communities were present on the site at time of DA Approval Report confirming that no vulnerable or endangered species or ecological communities are present on the site purchase. 0 0 3 0 0 23 Ecological Value Ecologist's report confirming that no vulnerable or endangered species or ecological communities are present on the site, or confirming the Land 0 0 3 0 0 1 point is awarded based on the design, determined by the Ecological Types on site Value Calculator based on a comparison of the condition of the site Site Plans marked up with land type regions 0 0 0 3 0 before and after design/construction. Aerial Site photographs marked up with Land Type regions 0 0 0 3 0 Landscape Drawing and Specifications showing types of planting, hard-standing, water-bodies etc. 0 0 0 3 3

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Not Yet Complete/Received

) ) M R) c T) In CO (TCL) E M) (KB A r r &T gn ( O r e T ect si r r C e e r ( t e e e n o nee r De e e To be read in conjunction with the AECOM new CBD School Green Star Design & As-Built Points Summary Rev 5 (KBR) or / n n (AE n ey gi rchi x gi D) M) er n A n er Engi rv C e E nage ngi Engi u in a E E ne al S E M t (Co c l ) i c ) c ) D ral t ape ontract i g li ty t ( (AECO tu C rica OM u OM OM n l Eng c ec d itec t En a e i h C e C chani C anti i SD v tru roj c lec r Cl E Ci S P Landsc Hea Ar Acoust E (AE Fi Hydr (AE Me (AE Qu Credit TC/CIRs Deliverable Description Comments Submission Template 0 3 0 0 0 0 Extract(s) from the Development Application 3 0 0 0 0 0 Zoning Plans 0 3 0 0 0 0 The Conditional Requirement is met where, at the date of site Wetlands Management Plan purchase or date of option contract, the project site did not include old growth forest or wetland of ‘High National Importance’, or did not CV of Ecologist impact on ‘Matters of National Significance’. As Built Drawings showing the areas that were previously developed land at the time of purchase, or Green Star registration 0 0 0 3 3 3 Aerial Photographs showing the areas that were previously developed land at the time of purchase or Green Star registration. 0 3 0 0 0 0 1 point is available where 75% of the site was Previously Developed 24 Sustainable Sites Contamination report OR Site Assessment completed in line with national environment Protection Measure (NEPM) guidelines; current at the Land at the date of site purchase or (for previously owned land) at the 0 0 3 0 3 0 time of purchase or otherwise reflective of site condition at time of purchase; and clearly documenting contamination present on site and confirming project’s Green Star registration date. it precludes development. Certificate from the environmental auditor or relevant authority confirming the site has been correctly an appropriately decontaminated in 1 point is available where the site, or an existing building, was 0 0 3 0 3 0 accordance with the relevant state and federal legislation, dated prior to the commencement of construction phase. previously contaminated and the site has been remediated in Confirmation that the hazardous materials survey has taken place accordance with a best practice remediation strategy. 0 0 3 0 3 0 Hazardous Materials Survey 0 0 3 0 3 0 Hazardous Materials Management Plan 0 0 3 0 3 0 Clearance Certificate confirming that hazardous materials have been stabilised and/or removed and disposed of 3 3 Submission Template 3 0 0 0 Site Plan highlighting the areas of each of the relevant site elements and, where relevant, the SRI values. Highlights relevant areas on planning 0 3 0 3 1 point is available where at least 75% of the total project site area drawing and supplier documentation. Heat Island Effect 25 comprises building or landscaping elements that reduce the impact of Area Schedule listing the areas of each of the relevant site elements and where relevant, the SRI values and referencing plan drawings for the site 0 3 0 3 the heat island effect. (highlighting relevant areas) and supplier documentation Supplier Documentation giving material data sheets for compliant roofing and hardship materials highlighting the three year or initial SRI of the 0 3 3 3 product, as applicable. EMISSIONS Submission Template 3 0 0 0 0

Calculation/Modelling report by civil/hydraulic engineer or other qualified professional describing: software or calculation methods used; data 0 3 0 0 3 1 point is available where the post-development peak event discharge sets/tables applied; sizing of stormwater treatment systems installed; quantity of stormwater discharge addressed by each stormwater treatment from the site does not exceed the pre-development peak event system (annually); comparison of results of pollutant export modelling/calculation with the Pollution Reduction Target Table 28.1 of the Technical discharge. Manual; summary of how hydrocarbons and free oils are addressed. 26 Stormwater As Built Civil/hydraulics drawings showing the stormwater collection, storage and treatment facilities and detailing their functional elements. 0 0 3 0 0 2 points are available, where the first point has been achieved and all stormwater discharged from site meets specified Pollution Reduction As Built Hydraulics drawings showing all the capture, storage, piping and discharge routes 0 0 3 0 0 Targets. Site plans showing total areas of uncovered areas where vehicles are likely to transit and/or park (e.g. roads, loading docks, refuelling bays, car 0 0 0 3 0 parking etc.) Independently verified performance certification for each manufactured stormwater treatment device, proving its ability to achieve the pollution 0 0 3 0 0 reduction targets nominated in table 28.1 Column A of the Technical manual Submission Template 3 0 0 0 For the project to be awarded a point for this credit, the project must As Built drawing indicating the location of all external luminaires and showing their aiming point and mounting orientation. 0 3 0 0 comply with AS 4282:1997 Control of the Obtrusive Effects of Outdoor Lighting. Luminaire schedule for all external lighting nominating the type, lighting distribution and quantity of each luminaire and including the relevant 27 Light Pollution 0 3 3 3 photometric data showing that the luminaires do not have an upward light output ratio exceeding 5%; OR 1 point is available where it can be demonstrated that a specified reduction in light pollution has been achieved by the project. Two Calculation Plots for all external lighting, showing that all grid points on the calculation plane return a maximum reading of 0.5 Lux to the site 0 0 0 3 options are available for demonstrating a reduction in light pollution. boundary and no greater than 0.1 Lux to 4.5m beyond the site into the night sky.

Submission Template 3 0 As Built Drawings indicating the type and location of all components containing refrigerants and heat rejection methods 0 3 Legionella Risk Management Plan demonstrating compliance with AS/NZS 3666.2:2011 or AS/NZS 3666.3.2011 and the Vic Public Health and The building has waterless heat-rejection systems. (No cooling 28 Microbial Control Wellbeing act; showing the inspection and maintenance periods; and outlining the requirements for flushing and cleaning when the system(s) are towers) not in operation. Extract(s) from the Commissioning Report demonstrating that the air-conditioning system(s) has been commissioned and found to operate as 0 3 intended. Where the refrigeration equipment does not use water based heat rejection, extract(s) demonstrate compliance with the Legionella criterion. Submission Template 3 0 0 Completed Impacts from Refrigerants Calculator, supported by: The combined TSDEI of the refrigerant systems is between 15 and 35, 0 0 3 29 Refrigerant Impacts AND a leak detection system with automated refrigerant recovery is in Extract(s) from the Commissioning Report highlighting the commissioning and pre-commissioning activities for the refrigeration units. 0 3 0 place Refrigeration System Data Sheets outlining system attributes including refrigeration type. Capacity, charge rate and other data required for the 0 3 3 Impacts from Refrigerants Calculator

Page 4 of 5 New CBD School Legend Green Star Design and As Built v1.1 - Documentation Tracking sheet Complete 12 July 2016 - Rev 0 Partially Complete/Received

Not Yet Complete/Received

INNOVATION

Innovation - Soft The team must carry out commissioning and tuning of the building in Submission Template outlining how the project has achieved the Innovation requirements. 3 0 0 0 0 Landings Framework accordance with the Soft Landings Framework (BSRIA) Evidence that the building was designed, built, commissioned and tuned by adopting a 'soft landings' approach 0 3 3 3 3 Submission Template outlining how the project has achieved the Innovation Challenge requirements. 3 0

Evidence that training of the core concepts of global warming, climate change and the health impacts of minimum building practices will be 3 3 delivered; The contractor is required to deliver environmental focused (global warming, building sustainable attributes etc.) training for at least 80% Evidence that site-specific training, which highlights the sustainable solutions of the project, will be delivered; 3 3 Innovation - of contractors and sub contractors. Head contractor personnel are Contractor Education also required to hold a holistic sustainable practices qualification Evidence that the training provides information on any certification that is being targeted by the project, and why the concept of certification is 3 3 (such as Green Star accreditation). Will form a part of the tender important, as well as the role these persons play in achieving it; requirements for the head contractor. Evidence that at least 80% of all contractors and subcontractors that were present for at least three days on site will receive the training; 0 3

Evidence demonstrating that head personnel hold, or have received at some point during the design, construction or operational phase of the 0 3 project, a qualification related to holistic sustainable practices. Submission Template outlining the needs analysis process undertaken by the project team and resulting outcomes implemented in the project. - Perform a ‘needs analysis’ of the surrounding community. This may 3 3 include community briefings, meetings or workshops; Extracts from the needs analysis report clearly outlining the needs of the surrounding community in relation to the project. - Develop a strategy for how the project will provide social/community 3 3 Innovation - benefits and consult with the broader Community Benefits A list of community engagement activities undertaken to develop a community benefits strategy in response to the findings from the needs community on the proposed plan; and 3 3 analysis. - Implement the plan and deliver outcomes as defined by the will be / have been (depending on the stage of the project) community benefits strategy. Plans clearly outlining how the outcomes from the community benefits strategy 3 3 implemented in the project.

Page 5 of 5 AECOM New CBD School C New CBD School ESD Report

Appendix C

Energy and Greenhouse Gas Emissions Report

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 AECOM New CBD School c-1 New CBD School ESD Report

Appendix C Energy and Greenhouse Gas Emissions Report

25-Aug-2016 Prepared for – COX Architecture – ABN: 78 426 372 646 New CBD School Cox Architecture 26-Jul-2016 D R A F T

New CBD School

Energy and Greenhouse Gas Emissions

\\auadl1fp001\AECOM_Projects\604X\60492284\8. Issued Docs\8.1 Reports\20160726 ESD 60% DD Energy Report\G16G03RPT_Adelaide Schools_Energy Report_60% DD Rev0.docx Revision 0 – 26-Jul-2016 Prepared for – Cox Architecture – ABN: 78 426 372 646 AECOM New CBD School New CBD School D R A F T

New CBD School Energy and Greenhouse Gas Emissions

Client: Cox Architecture

ABN: 78 426 372 646

Prepared by AECOM Australia Pty Ltd Level 10, Tower Two, 727 Collins Street, Melbourne VIC 3008, Australia T +61 3 9653 1234 F +61 3 9654 7117 www.aecom.com ABN 20 093 846 925

26-Jul-2016

Job No.: 60492284

AECOM in Australia and New Zealand is certified to the latest version of ISO9001, ISO14001, AS/NZS4801 and OHSAS18001.

Quality Information

Document New CBD School

Ref 60492284

Date 26-Jul-2016

Prepared by Arvind Dhaliwal

Reviewed by Siân Willmott

Revision History

Authorised Revision Revision Details Date Name/Position Signature

0 26-Jul-2016 Draft Issue for Comment James Flanagan Associate Director

Table of Contents Executive Summary i 1.0 Introduction 1 1.1 Analysis Software Description 2 1.2 Project Parameters 2 1.3 Documentation 2 1.4 Space Summary 3 2.0 Building Inputs 3 2.1 Fabric components 3 2.1.1 Opaque fabric 3 2.1.2 Transparent fabric 4 2.1.3 Shading Components 5 2.2 Building Services 6 2.2.1 Heating, Ventilation and Air-Conditioning 6 2.2.2 Lighting 12 2.2.3 Lifts 13 2.2.4 Ancillary Hydraulic Pumps 13 2.2.5 Domestic Hot Water 14 2.2.6 Photovoltaic Array 14 3.0 Results 16 4.0 Conclusion 17 5.0 Discussion 17 Appendix A: Space Summary 1 Appendix B: Glazing Calculators 1 Appendix C: Mechanical Schedules 2

Executive Summary This report provides the methodology and associated results concerning the operational energy and greenhouse gas emissions of the proposed new CBD school in line with the Green Star Energy Consumption and Greenhouse Gas Emissions Calculation Guide. It also serves to demonstrate the development’s compliance under Specification JV under the 2016 National Construction Code (NCC). The building performance has been benchmarked two ways: 1. A comparison of the energy performance of the façade. This looks at the façade of the proposed development and compares it to the façade of an NCC Section J compliant development. The energy consumption of the Reference project (which has Deemed-to-Satisfy façade and services) is compared against the Intermediate project (which has the proposed façade and Deemed-to-Satisfy services). 2. A comparison of the greenhouse gas emissions of the entire building. This looks at the fabric and building services of the proposed development and compares it to the fabric and building services of a benchmark development. The benchmark development is considered a 10% improvement over a Green Star defined reference building. Based on the results of the energy simulation, the proposed design can be considered compliant with the requirements under Specification JV as both the Intermediate (proposed façade and Deemed-to-Satisfy services) and Proposed (proposed façade and services) models are an improvement over the Reference model (Deemed- to-Satisfy façade and services). Note that the building has been modelled using Green Star methodology which is generally consistent with the JV3 verification method but differs in terms of operational profiles used, Reference building HVAC parameters and the calculation of domestic hot water and lift systems. Based on the modelling, the total energy related points targeted under the Green Star Design and As-Built v1.1 tool are outlined in Table 1 below. The innovation points are achieved by virtue of installing the 40 kWp photovoltaic array. Table 1: Energy related points targeted under Green Star Design and As-Built V1.1 Previous Targeted Revised Targeted Credit Points Points 15-A.1 Greenhouse Gas Emissions 4.0 5.05 16-B.1 Peak Electricity Demand Reduction 2.0 1.4 Innovation Renewable technology or process 2.0 1.4 Total 8.0 7.85

It is recommended that additional on-site renewable energy i.e. a larger solar photovoltaic array should be considered as a low cost solution to offset additional facility energy, reduce greenhouse gas emissions, operational peak demand and to achieve more points under the Green Star Design and As-Built v1.1 tool. Additional targeted points aid in creating supplementary buffer when the development is undergoing certification. Table 2: Potential benefit of additional on-site PV GHG Peak Energy % Emission Electricit PV Array Generated Renewable Innovation Total s Points y Size (kW) (kWh/annu Energy Points Points Demand m) Contribution Points Current 40 59,587 7% 5.05 1.4 1.4 7.85 Proposed 55 82,996 10% 5.54 1.5 2 9.04

1.0 Introduction The New CBD School project presents a distinctive opportunity to create a school that is wholly aligned with a 21st century way of thinking and teaching, a development that is saturated with innovation, allowing it to purposely serve education well into the future. Located near the University of South Australia, the University of Adelaide, the Adelaide Zoo and the Old Royal Adelaide Hospital, there exists a unique opportunity to craft a school which is not simply located within the city precinct, but whose learning, community and educational program engages with, and becomes a positive contribution to, the city’s life and identity. AECOM was engaged by COX Architecture to deliver the building services and environmentally sustainable design (ESD) for the new development. It is expected that the school will be designed to comfortably accommodate 1000 students (Years 8-12) through transformational learning spaces, with a prospect of expanding over time whilst maintaining the pedagogy for the school. This report provides the methodology and associated results concerning the operational energy and greenhouse gas emissions of the proposed school in line with the Green Star Energy Consumption and Greenhouse Gas Emissions Calculation Guide. It also serves to demonstrate the developments compliance under Specification JV under the 2016 National Construction Code (NCC). The building performance has been benchmarked two ways as demonstrated in Figure 1: 3. A comparison of the energy performance of the façade. This looks at the façade of the proposed development and compares it to the façade of an NCC Section J compliant development. The energy consumption of the Reference project (which has Deemed-to-Satisfy façade and services) is compared against the Intermediate project (which has the proposed façade and Deemed-to-Satisfy services). 4. A comparison of the greenhouse gas emissions of the entire building. This looks at the fabric and building services of the proposed development and compares it to the fabric and building services of a benchmark development. The benchmark development is considered a 10% improvement over a Green Star defined reference building.

Figure 1: Building Energy Performance Models

Limitations

The design and analysis that is the basis for this preliminary assessment was performed during the design stage of this development; final performance of the façade and systems will be dependent upon the final construction documentation, construction, commissioning and operation. The results are valid for the building form and materials modelled.

1.1 Analysis Software Description

The following analysis software has been used to undertake all thermal modelling of the proposed facility. Table 3: Energy simulation analysis software

Software name and version Virtual Environment 2015.2.0.0

Software developer Integrated Environmental Solutions

Software validation standard ASHRAE 140: 2004 & 07, BESTEST, CIBSE TM33, EU EN13791: July 2000, EPACT Qualified https://www.iesve.com/software/software-validation

Simulator’s name Arvind Dhaliwal (ModelIT, Suncast, and Advanced ApacheHVAC training, 4 years experience with VE)

1.2 Project Parameters Table 4 lists the general project parameters for both the proposed and reference project. Table 4: General project parameters

Proposed Project Reference Project

Climate zone BCA Climate Zone 5 BCA Climate Zone 5

Weather data (location and data SA_Adelaide_79_TRY.fwt SA_Adelaide_79_TRY.fwt format)

Number of building storeys 5 above, 1 below 5 above, 1 below (below/above ground)

Total modelling building gross 13,551 (within 2% of GFA) 13,551 (within 2% of GFA) floor area (GFA)

Heating fuel(s) Gas Gas

Cooling fuel(s) Electricity Electricity

1.3 Documentation Building inputs were based on the documentation outlined in Table 5. Table 5: Documentation used for the energy model and analysis

Document Source Date Ref No.

Energy Consumption and Greenhouse Gas GBCA May 2016 - Emissions Calculation Guide Mechanical services Schedules AECOM July 2016 - Mechanical services Ductwork Layout drawing AECOM July 2016 - Architectural drawings Cox Architecture 26 June 2016 1 Facade Memorandum Arup 5 July 2016 MEM (248848/NRR)

1.4 Space Summary

All spaces have been modelled in line with the Green Star Energy Consumption and Greenhouse Gas Emissions Calculation Guide. The school will operate under extended temperature bands of 20-26 °C and the majority of spaces fall under the operational profiles summarised in Table 6 below. A full list of spaces within the building and simulation inputs including operational profiles, temperature control ranges and occupant densities is located in Appendix A: Space Summary. School holiday periods for South Australia have been taken into account in the energy modelling process. Note that the final results provided in this report should not be used as a benchmark for ongoing facility energy consumption and management. This is because the Green Star modelling process relies on maximum occupant densities per room rather than a maximum of 1000 students and 115 staff spread throughout the building. Separate occupancy modelling to benchmark the facility should be undertaken for ongoing energy management.

Table 6: Summary of operational profiles Equivalent weekday operating hours Equivalent weekend operating hours Profile Occupancy Lighting Equipment Occupancy Lighting Equipment Office 6.45 3.30 17.00 0.45 4.50 12.45 Kitchens 9.70 16.80 13.30 9.70 16.80 13.30 Circulation (12 hours/day) - 12.20 - - 2.40 - Back of House - 7.20 11.00 - 2.40 2.40 School classrooms and multipurpose 8.10 9.30 10.60 - 2.40 2.40 spaces School common spaces and gym 8.10 9.30 - - 2.40 - School canteen 4.50 5.00 6.40 - - 2.40 Common Area 3.60 14.65 14.65 - 3.60 3.60 Car parks and loading docks - 10.00 10.00 - - -

2.0 Building Inputs

2.1 Fabric components

Table 7 and Table 8 outline the opaque and transparent fabric components of the proposed and reference project respectively. NCC Section J2 glazing calculators are provided in Appendix B: Glazing Calculators for both the proposed and reference buildings. The glazing calculator for the proposed building demonstrates non-compliance with Section J2. Results located under section 3.0 demonstrate that the building is compliant under the JV3 verification method. 2.1.1 Opaque fabric

Table 7: Building opaque fabric parameters Proposed Project Reference Project

External above-grade envelope wall R value and solar R 2.8, SA 0.65 R 2.8, SA 0.60 absorptance

Internal envelope wall R value (separating conditioned zones R 1.8 R 1.8 from plantrooms)

Internal envelope wall R value R 1.0 R 1.0 (separating conditioned zones

Proposed Project Reference Project from unconditioned zones)

Roof R value and solar R 3.2, SA 0.75 R 3.2, SA 0.70 absorptance

Floor R value R 4.3 R 4.3

Cool, cold or hot room R value - R 4.17

2.1.2 Transparent fabric

Table 8: Proposed building transparent fabric components Façade Type Total System U-value (W/m2K) SHGC

GL:A 3.5 0.33

GL:B 3.2 0.26

GL:C 3.2 0.21

GL:D* 3.8 0.26

ETFE Roof 2.9 0.29

* Applied only to the North façade of the North building (GL:B applied to other areas that were designated as GL:D in the Arup memo referenced above). Table 9: Reference building transparent fabric components Reference Project Total System U-value (W/m2K) SHGC

Ground – North 7.0 0.36

Ground – East 7.0 0.42

Ground – South 5.8 0.56

Ground – South West 4.0 0.20

Ground – West 4.8 0.12

Level 1 – North 7.0 0.42

Level 1 – East 7.0 0.28

Level 1 – South 6.4 0.56

Level 1 – South West 5.0 0.49

Level 1 – West 5.0 0.16

Level 2 – North 7.0 0.39

Level 2 – East 7.0 0.19

Level 2 – South 7.0 0.56

Level 2 – South West 5.5 0.49

Level 2 – West 5.0 0.11

Level 3 – North 7.0 0.37

Level 3 – East 7.0 0.15

Level 3 – South 6.5 0.56

Reference Project Total System U-value (W/m2K) SHGC

Level 3 – South West 5.0 0.56

Level 3 – West 4.7 0.11

Level 4 – North 7.0 0.45

Level 4 – East 7.0 0.22

Level 4 – South 4.5 0.56

Level 4 – South West 4.7 0.32

Level 4 – West 4.7 0.10

Level 5 – North 7.0 0.47

Level 5 – East 7.0 0.36

Level 5 – South 3.3 0.49

Level 5 – South West 5.0 0.28

ETFE roof 2.9 0.29

2.1.3 Shading Components

At this stage, the proposed façade comprises of vertical fins which are 400mm long centred at 900mm. The distribution of the vertical fins is as per the advice received from Cox Architecture dated 6 July 2015.

Figure 2 Proposed building model with all shading elements in IES VE

2.2 Building Services 2.2.1 Heating, Ventilation and Air-Conditioning

Space heating is primarily achieved using roof-mounted natural gas-fired condensing boilers. Space cooling is primarily achieved using roof-mounted air-cooled screw chillers. These feed floor by floor air handling units (internal load) and fan coil units (façade load). There are evaporative coolers serving the food technology kitchen on Level 2 and the Ground Floor gym. The Ground Floor gym is also served by gas radiant heater units. The comms room on Level 1 is served by a standalone ACU in a duty-standby arrangement. Operable windows are provided to the North façade of the North building to facilitate mixed mode operation. Approximately 15% of the glazed area on that particular façade section has been taken to be operable. The windows were modelled based on the following control actuation: · Heating system operates when < + 0.5;

· Heating system is deactivated and operable devices begin to open when = + 0.5; · Operable devices are fully open when = − 1.0; · Operable devices close when = − 0.5; and · Mechanical cooling system operates when > − 0.5. Where is the space temperature (dry bulb, operative or other as applicable to the method of temperature control), and and are the lower and upper limits of the space temperature control range respectively (all °C).

2.2.1.1 Air Handling & Ventilation Systems

Table 10: Air conditioning system parameters

Parameter Proposed Project Reference Project

Primary air conditioning system Floor by floor AHUs with ducted VAV Floor by floor AHUs with ducted type to swirl diffusers VAV to bar grilles and swirl diffusers

Other air conditioning system Fan Coil Units Fan Coil Units type(s)

Space served All except Gym, Kitchens (Level 0 All except comms room and 2) and comms room

Design supply air temperature 14 As proposed difference (K)

Supply air temperature control Space thermostats 20-26°C As proposed

Outdoor air design volume flow As per Mechanical Schedule (refer to As proposed rate (L/s) Appendix C: Mechanical Schedules)

Fan design absorbed power As per Mechanical Schedule (refer to As per NCC J5.2a Table 3a (kWe) Appendix C: Mechanical Schedules)

Minimum flow rate turndown (%) 20% 40%

Economy cycle control Yes Yes

Demand-controlled ventilation N/A N/A

Heat recovery type N/A N/A

Heat recovery effectiveness N/A N/A

Heat recovery parasitic power N/A N/A (kWe)

Summary Proposed Project Reference Project

Energy consumption 86,914 156,003 (kWh/annum)

Table 11 Ancillary Fans parameters (based on Mechanical schedules and NCC Specification J5.2a Table 4a) Fan design Fan design absorbed Ventilation supply air power (kWe) Name Space served Operation Fan Type volume Proposed Reference (L/s) SSF-01 Atrium Axial 35000 Fire testing (1 hr) 40.0 22.75

SSF-02 Atrium Axial 35000 Fire testing (1 hr) 40.0 22.75

SSF-03 Atrium Axial 35000 Fire testing (1 hr) 40.0 22.75

SSF-04 Atrium Axial 35000 Fire testing (1 hr) 40.0 22.75

SPF-N-01 Stair 1 Axial 6000 Fire testing (1 hr) 3.00 3.90

SPF-N-02 Stair 2 Axial 6000 Fire testing (1 hr) 3.00 3.90

SPF-S-01 Stair 3 Axial 6000 Fire testing (1 hr) 3.00 3.90

SPF-S-02 Stair 4 Axial 7500 Fire testing (1 hr) 3.00 4.875

TEF-N6-01 North Building Vertical 3520 Green Star 1.28 2.288 Amenities equipment profile

GEF-N6-01 North Building Vertical 900 Green Star 0.16 0.585 Science/ Art equipment profile

GEF-N6-02 North Building Vertical 200 Green Star 0.04 0.13 Heat/Eat equipment profile

GEF-N6-03 North Building Vertical 600 Green Star 0.11 0.39 Store equipment profile

GEF-N6-04 Chemical Vertical 300 Green Star 0.05 0.195 Store equipment profile

GEF-N6-04 Bike Store/ Vertical 1500 Green Star 0.27 0.975 MSB equipment profile

GEF-N6-05 Printer Vertical 600 Green Star 0.11 0.39 equipment profile KEF-N6-01 North L2 Vertical 1500 Green Star 0.41 0.975 Kitchen equipment profile

KEF-N6-02 North L2 VET Vertical 5000 Green Star 1.82 3.25 Kitchen equipment profile

KEF-N6-03 North L0 Café Vertical 5000 Green Star 1.82 3.25 BOH Kitchen equipment profile

GEF-S5-01 Design Tech. Vertical 750 Green Star 0.20 0.4875 equipment profile GEF-S5-02 Fire Pump Vertical 750 Fire testing (1 hr) 0.20 0.4875 Room

Ventilation Fan design Fan design absorbed Name Space served Operation Fan Type supply air power (kWe) GEF-S5-03 Refuse Area Vertical 500 24/7 operation 0.14 0.325

GEF-S5-04 Design Tech. Vertical 600 Green Star 0.16 0.39 equipment profile GEF-S5-05 Amenities Vertical 980 Green Star 0.27 0.637 equipment profile GEF-S5-06 South L3 Vertical 1500 Green Star 0.41 0.975 Kitchen equipment profile

GEF-S5-07 AV Control Vertical 200 24/7 operation 0.05 0.13 Room

GEF-S5-08 Basement Axial 3000 Green Star 0.82 1.95 Loading Dock equipment profile

FCEF-N-6- Fume Centrifugal 500 Green Star 0.60 0.325 01 Cupboard equipment profile

FCEF-N-6- Fume Centrifugal 405 Green Star 0.60 0.263 02 Cupboard equipment profile

FCEF-N-6- Fume Centrifugal 405 Green Star 0.60 0.263 03 Cupboard equipment profile

FCEF-N-6- Fume Centrifugal 405 Green Star 0.60 0.263 04 Cupboard equipment profile

FCEF-N-6- Fume Centrifugal 405 Green Star 0.60 0.263 05 Cupboard equipment profile

FCEF-S-5- Fume Centrifugal 500 Green Star 0.60 0.325 01 Cupboard equipment profile

FCEF-S-5- Fume Centrifugal 500 Green Star 0.60 0.325 02 Cupboard equipment profile

RAF-N5-01 AHU-N-5-01 Axial 3000 Green Star 0.82 1.95 equipment profile

Summary Proposed Project Reference Project

Energy consumption 45,445 67,021 (kWh/annum)

2.2.1.2 Unitary Plant

Table 12: Comms room unitary plant parameters Parameter Proposed Project Reference Project

Space served Comms Room As proposed

Cooling Equipment type Non-ducted DX unit (wall mounted) As proposed

Cooling capacity (kWr) 7 kW 7 kW

Input Power (kW) 2 kW 2 kW

Parameter Proposed Project Reference Project

Packaged equipment cooling 3.5 3.5 performance (EER)

Heating Equipment type - -

Heating capacity (kWr) - -

Input Power (kW) - -

Packaged equipment heating - - performance (COP)

Summary Proposed Project Reference Project

Energy consumption 14,016 14,016 (kWh/annum)

* This energy consumption is taken into account in the final cooling energy results

Table 13: Gym space unitary plant parameters

Parameter Proposed Project Reference Project

Space served Gym -

Cooling Equipment type Evaporative Coolers -

Cooling capacity (kWr) - -

Input Power (kW) 2 nos. 15 kW units -

Packaged equipment cooling - - performance (EER)

Heating Equipment type Radiant Heaters -

Heating capacity (kWr) 6 nos. 47 kW units -

Input Power (kW) - -

Packaged equipment heating - - performance (COP)

Summary Proposed Project Reference Project

Energy consumption 6,822 kWh/annum, - (kWh/annum) 70,563 MJ/annum

Note: This energy consumption is taken into account in the final cooling and heating energy results

Table 14: Kitchen spaces unitary plant parameters

Parameter Proposed Project Reference Project

Space served L0 and L2 Kitchens -

Cooling Equipment type Evaporative Coolers -

Cooling capacity (kWr) - -

Input Power (kW) 2 nos. 1.5 kW units -

Parameter Proposed Project Reference Project

Packaged equipment cooling - - performance (EER)

Heating Equipment type - -

Heating capacity (kWr) - -

Input Power (kW) - -

Packaged equipment heating - - performance (COP)

Summary Proposed Project Reference Project

Energy consumption 824 - (kWh/annum)

Note: This energy consumption is taken into account in the final cooling energy results

Table 15: Cold room unitary plant parameters Parameter Proposed Project Reference Project

Space served Cold Rooms As proposed

Cooling Equipment type Air Cooled Condensers As proposed

Cooling capacity (kWr) - 7 kW

Input Power (kW) 3 nos. 1 kW 2 kW

Packaged equipment cooling - 3.5 performance (EER)

Heating Equipment type - -

Heating capacity (kWr) - -

Input Power (kW) - -

Packaged equipment heating - - performance (COP)

Summary Proposed Project Reference Project

Energy consumption 21,024 21,024 (kWh/annum)

Note: This energy consumption is taken into account in the final cooling energy results

2.2.1.3 Cooling and Heat Rejection Plant

Table 16: Cooling and heat rejection plan parameters

Parameter Proposed Project Reference Project

Chiller type Air cooled Air cooled (ASHRAE 90.1 Non- residential > 2,300 m² and less than 1,000 kWr total cooling capacity)

Parameter Proposed Project Reference Project

Chiller capacity (kWr) 994 994

Design CHW flow temperature 7.0 6.5 (°C)

Design CHW temperature 7.0 6.0 difference (K)

Chiller full-load performance 3.11 2.70 (EER)

Chiller part-load performance 5.19 3.70 (IPLV)

CHW temperature control Chilled water temperature reset None

Chiller sequencing and staging 2 chillers in parallel configuration, 2 chillers in parallel configuration, control 50% design capacity each with 55% design capacity each with staging occurring when first staging occurring when first operating chiller reaches 100% operating chiller reaches 100%

System distribution losses (kW) None None

Primary pump absorbed power 2 nos. 4 kW 2 nos. 7.4 kW (kWe)

Primary pump control Variable Variable

Primary pump minimum flow (if 50% 70% variable flow) (%)

Secondary pump number and 2 nos. 7.5 kW - absorbed power (kWe)

Secondary pump control Variable (40%) -

CCW heat rejection type Air Air

Summary Proposed Project Reference Project

Energy consumption 113,727 153,711 (kWh/annum)

2.2.1.4 Heating Plant

Table 17: Heating plant parameters

Parameter Proposed Project Reference Project

Heat source type Gas condensing boiler Gas boiler

Heat source capacity (kWr) 600 600

Design HHW flow temperature 80 80 (°C)

Heat source full-load 90% 83% performance (gross efficiency)

HHW flow temperature control None None

Heat source sequencing and 2 boilers in parallel configuration, 2 boilers in parallel configuration, staging control 50% design capacity each with 60% design capacity each with staging occurring when first staging occurring when first \\auadl1fp001\AECOM_Projects\604X\60492284\8. Issued Docs\8.1 Reports\20160726 ESD 60% DD Energy Report\G16G03RPT_Adelaide Schools_Energy Report_60% DD Rev0.docx Revision 0 – 26-Jul-2016 Prepared for – Cox Architecture – ABN: 78 426 372 646 AECOM New CBD School 12 New CBD School D R A F T

Parameter Proposed Project Reference Project

operating boiler reaches 100% operating boiler reaches 100%

System distribution losses (kW) None None

System thermal inertia (kW) None None

Primary pump absorbed power 2 nos. 4 kW (Duty, Standby) 1 nos. 7.8 kW (kWe)

Secondary pump absorbed - - power (kWe)

Primary pump control Variable Constant

Secondary pump control - -

Summary Proposed Project Reference Project

Energy consumption (MJ/annum) 1,569,344 1,817,990

2.2.2 Lighting 2.2.2.1 Internal Lighting

The lighting has been estimated at 4W/m 2 until full lighting layouts have been provided. Table 18: Internal lighting parameters

Parameter Proposed Project Reference Project

Lighting type High efficiency LED (or equivalent) NA

Design illuminance (lux) As per AS1680 As per AS1680

Nominal lighting power density 4 8 (majority) (W/m²)

Occupant sensor controls Yes No

Daylight controls Yes Yes

Other lighting controls Timeclock None

Adjustment factor applied NA NA

Modelled lighting power density 4 8 (W/m2)

Summary Proposed Project Reference Project

Energy consumption 116,348 232,697 (kWh/annum)

2.2.2.2 External Lighting

External lighting layouts are yet to be received. As such, the model applies an allowance as indicated below. Table 19: External lighting parameters

Parameter Proposed Project Reference Project

Lighting type No information NA

Parameter Proposed Project Reference Project

Lighting category No information No information

Nominal lighting power density 0.8 (area of 19,950m2) As proposed (W/m²)

Occupant sensor controls No As proposed

Daylight controls Yes As proposed

Other lighting controls Timeclock As proposed

Adjustment factor applied No No

Modelled lighting power density 0.8 As proposed (W/m2)

Summary Proposed Project Reference Project

Energy consumption 38,593 38,593 (kWh/annum)

2.2.3 Lifts

Lift energy has been calculated based on the Green Star Energy Consumption and Greenhouse Gas Emissions Calculation Guide and based on the following methodology:

= + 3600 Table 20: Lift parameters Parameter Proposed Project Reference Project

Number of trips (N) 156,000, based on calculation As proposed guide

Average trip time (Ttrip) 2 (North x 2), 1.6 (South x 1) 0.8 (North x 2), 0.64 (South x 1) based on calculation guide

Average power load Qavg 19.5 (North x 2), 30 (South x 1) 9.75 (North x 2), 7.61 (South x 1) based on calculation guide

Standby power Qstandby 0.15kW 0.15kW

Standby hours per day Tstandby 18 (power off feature) 24 hours

Standby days per year Dstandby 260 (power off feature) 365 days

Summary Proposed Project Reference Project

Energy consumption 31,746 30,036 (kWh/annum)

2.2.4 Ancillary Hydraulic Pumps

Table 21: Hydraulic pump parameters

Parameter Proposed Project Reference Project

Usage Basement/Sewer & Rainwater Basement/Sewer only

Parameter Proposed Project Reference Project

Duty Flow (l/s) 3 and 3.5 3

Pump head (m) 5 and 48 5

Efficiency (%) 55% As proposed

No. of pumps 2 (Duty-Standby) As proposed

Summary Proposed Project Reference Project

Energy consumption 1,165 104 (kWh/annum)

2.2.5 Domestic Hot Water

The domestic hot water system for the proposed building will be served by heat pump units (8 nos.) and are located in the plant rooms on various floors. Table 22: Domestic Hot Water parameters Parameter Proposed Project Reference Project

System type Heat pump Gas

System heat source Electric Gas

Solar thermal collector (Y/N) N N

Hot water usage (L/annum) 267,000 (based on Green Star 416,000 (based on Green Star Potable Water Calculator) Potable Water Calculator)

System storage capacity (L) 310 -

Storage tank volume, each (L) 310 -

Heater thermal efficiency (%) 300% 80%

System supply water temperature 60 As proposed (°C)

System make up water 15 As proposed temperature (°C)

Recirculation pump (Y/N) N N

Operating days (days/annum) 365 365

No of connected outlets TBC TBC

System standing loss factor TBC TBC

System distribution loss factor NA (no long pipe runs)

Summary Proposed Project Reference Project

Energy consumption 5,645 kWh/annum 48,909 MJ/annum

2.2.6 Photovoltaic Array

A 40 kWp photovoltaic array has been taken into account to offset a portion of the energy consumption of the building. The array will be located on the roof of the North building.

Table 23: Photovoltaic array parameters

Parameter Proposed Project Reference Project

PV technology type Mono-crystalline N/A

PV module manufacturer and REC, Q-Cells, Suntech, Trina, N/A model Tindo, or LG

PV rated output at STC (We) 40,000 N/A

PV DC conversion efficiency at 15% N/A STC at full-load

PV DC conversion efficiency at TBC N/A part-load

Total PV array area (m²) 272 N/A

Performance degradation -0.47 %/°C N/A

PV array mounting system Fixed (roof mounted) N/A

SMA, ABB, Schneider Electric, or Inverter manufacturer and model Fronius

Inverter rating (kWe) TBC N/A

Inverter efficiency at full-load and TBC N/A part-load

System shading description TBC N/A

PV array azimuth angle (°) 0° N/A

PV array inclination angle (°) 20° N/A

PV array losses 14% N/A

Summary Proposed Project Reference Project

Energy consumption 59,587 - (kWh/annum)

3.0 Results The overall energy consumption for all the relevant models are presented in Table 24. Table 24: Results of energy modelling analysis Energy Consumption Categories Reference Intermediate Proposed

HVAC

Heating 1,817,990 MJ/annum 1,777,273 MJ/annum 1,569,344 MJ/annum Cooling 153,711 kWh/annum 150,737 kWh/annum 113,727 kWh/annum Heat Rejection ------Air Conditioning Fans 156,003 kWh/annum 154,204 kWh/annum 86,914 kWh/annum Mechanical Ventilation Fans 67,021 kWh/annum 67,021 kWh/annum 45,445 kWh/annum Pumps 23,966 kWh/annum 24,341 kWh/annum 29,306 kWh/annum Services

Domestic Hot Water 48,909 MJ/annum 48,909 MJ/annum 5,645 kWh/annum Ancillary Hydraulic Pumps 104 kWh/annum 104 kWh/annum 1,165 kWh/annum Lifts 30,036 kWh/annum 30,036 kWh/annum 31,746 kWh/annum Artificial Lighting - Internal 232,697 kWh/annum 232,697 kWh/annum 116,348 kWh/annum Artificial Lighting - External 38,593 kWh/annum 38,593 kWh/annum 38,593 kWh/annum Total Energy (Gas) 1,866,899 MJ/annum 1,826,182 MJ/annum 1,569,344 MJ/annum Total Energy (Electricity) 702,132 kWh/annum 697,734 kWh/annum 468,889 kWh/annum % Total Energy reduced - 1.3% - (compared to Reference) Renewable Energy - - 59,587 kWh/annum % Renewable Contribution - - 7%

Greenhouse Gas Emissions 627,800 kgCO2/annum - kgCO2/annum 395,666 kgCO2/annum % GHG Emissions reduced - - 30.0%* (compared to Benchmark) Peak Electricity Demand 595.9 kWe - 452.2 kWe % Peak Demand reduction - - 25% (compared to Reference) * For greenhouse gas emissions reduction, the results for the proposed building are compared to the benchmark building (which is a 10% improvement over the reference building).

Figure 3 Greenhouse gas emissions distribution for the Reference Building and Proposed Building

4.0 Conclusion Based on the results of the energy simulation, the proposed design is compliant with section J requirements as both the Intermediate (proposed façade and DtS services) and Proposed (proposed façade and services) models are an improvement over the Reference model (DtS façade and services). Note that the building has been modelled using Green Star methodology which is generally consistent with the JV3 verification method but differs in terms of operational profiles used, Reference building HVAC parameters and the calculation of domestic hot water and lift systems. Based on the modelling, the total energy related points targeted under the Green Star Design and As-Built v1.1 tool are outlined in Table 1 below. The innovation points are achieved by virtue of installing the 40 kWp photovoltaic array. Table 25: Energy related points targeted under Green Star Design and As-Built V1.1 Previous Targeted Revised Targeted Credit Points Points 15-A.1 Greenhouse Gas Emissions 4.0 5.05 16-B.1 Peak Electricity Demand Reduction 2.0 1.4 Innovation Renewable technology or process 2.0 1.4 Total 8.0 7.85

The above results are based on the current facility design. As the final Green Star rating will be based on the as- installed design, it is critical that no reductions in façade and building services performances be made in order to maintain the current targeted points.

5.0 Discussion Additional on-site renewable energy i.e. a larger solar photovoltaic array should be considered as a low cost solution to offset additional facility energy, reduce greenhouse gas emissions, operational peak demand and to achieve more points under the Green Star Design and As-Built v1.1 tool. Additional targeted points aid in creating supplementary buffer when the development is undergoing certification.

Table 26: Potential benefit of additional on-site PV GHG Peak Energy % Renewable PV Array Emissions Electricity Innovation Generated Energy Total Points Size (kW) Points Demand Points (kWh/annum) Contribution Points Current 40 59,587 7% 5.05 1.4 1.4 7.85 Proposed 55 82,996 10% 5.54 1.5 2 9.04

Appendix A: Space Summary

Gross Floor Area (m2) Operating Profile(s) Temperature Control Occupant Density Equipment Load Space Type Building Level Range (°C) Comments Conditioned Unconditioned Total Applied (m2/person) (W/m2)

Amenities All - 409.11 409.11 - - - 0

Breakout All 1658.96 - 1658.96 Common Area - - 5

Cafe Dining Ground 256.26 - 256.26 School Canteen 20 - 26 70 people 25

Cafe Service All 48.04 - 48.04 Kitchens 20 - 28 10 200

Circulation All 2459.23 - 2459.23 Circulation (12 hours) 20 - 26 - 0

Gym Ground 957.95 - 957.95 School common spaces 20 - 28 3.5 15 and gym

Office Level 1 633.8 - 633.8 Office 20 - 26 10 11

Prep All 196.14 - 196.14 Common Area 20 - 26 2.5 5

Services All - 1315.98 1315.98 Back of House - - 0

Stairs All - 1051.59 1051.59 - - - 0

Store All - 453.65 453.65 - - - 0

Teaching All 3498.05 - 3498.05 School classrooms and 20 - 26 28 people per class 5 multipurpose spaces

Think Tank All 575.32 - 575.32 Common Area 20 - 26 8 people per zone 5

Appendix B: Glazing Calculators

Building name/description Application Climate zone CBD High School - GF including gym other 5 Storey Facade areas G N NE E SE S SW W NW internal Option A 527m² 306m² 391m² 87.1m² 83.9m² Option B n/a Glazing area (A) 212m² …………… 70.9m² …………… 177m² 49.6m² 80.9m²

Number of rows preferred in table below 20 (as currently displayed)

20 1 Discovery + research + Café N 3.25 19.34 3.8 0.26 2.100 3.250 0.65 0.00 0.58 0.43 62.86 11% of 49% 20 2 Gallery N 3.50 3.85 3.8 0.26 0.00 1.00 1.00 13.48 9% of 49% 20 3 Gym N 108.20 3.8 0.26 0.00 1.00 1.00 108.20 69% of 49% 20 4 Think tank N 3.25 3.76 3.8 0.26 0.00 1.00 1.00 12.22 8% of 49% 20 5 Café BOH N 3.25 4.84 3.8 0.26 2.100 3.250 0.65 0.00 0.58 0.43 15.73 3% of 49% 20 6 Café Dining E 2.45 9.26 3.8 0.26 0.00 1.00 1.00 22.69 29% of 43% 20 7 Gym E 25.68 3.2 0.26 0.00 1.00 1.00 25.68 33% of 43% 20 8 Plaza E 3.50 6.43 3.5 0.33 0.00 1.00 1.00 22.51 37% of 43% 20 9 Café Dining S 2.45 7.96 3.2 0.26 0.00 1.00 1.00 19.50 11% of 55% 20 10 Gym S 3.00 21.74 3.2 0.26 0.00 1.00 1.00 65.22 37% of 55% 20 11 Foyer S 3.25 2.95 3.2 0.26 0.00 1.00 1.00 9.59 5% of 55% 20 12 Teach Prep + Media Studies S 3.25 13.23 3.2 0.26 0.00 1.00 1.00 43.00 24% of 55% 20 13 Gallery S 3.25 6.60 3.2 0.26 0.00 1.00 1.00 21.45 12% of 55% 20 14 Maker S 2.45 7.57 3.2 0.26 0.00 1.00 1.00 18.55 10% of 55% 20 15 Plaza SW 3.50 8.33 3.2 0.26 0.00 1.00 1.00 29.16 59% of 74% 20 16 Maker SW 2.45 8.36 3.2 0.26 0.00 1.00 1.00 20.48 41% of 74% 20 17 Entry W 3.50 6.20 3.5 0.33 6.910 3.500 1.97 0.00 0.01 0.26 21.70 18% of 140% 20 18 Gallery W 3.50 16.90 3.2 0.26 0.00 1.00 1.00 59.15 82% of 140% 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level G Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES FAILURES (in red italics) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTDiscovery NOTICE AND+ research DISCLAIMER + Café IN RESPECT OF THE GLAZING CALCULATOR The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 1 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Building name/description Application Climate zone CBD High School - L1 other 5 Storey Facade areas 1 N NE E SE S SW W NW internal Option A 220m² 96.1m² 337m² 57.5m² 130m² Option B n/a Glazing area (A) 132m² …………… 36.6m² …………… 142m² 23.3m² 111m²

Number of rows preferred in table below 17 (as currently displayed)

17 1 Think Tank N 3.30 3.60 3.8 0.26 1.850 3.300 0.56 0.00 0.70 0.49 11.88 8% of 38% 17 2 Office N 3.30 34.03 3.8 0.26 1.850 3.300 0.56 0.00 0.70 0.49 112.30 76% of 38% 17 3 Gallery void N 3.30 2.36 3.8 0.26 0.00 1.00 1.00 7.79 15% of 38% 17 4 Think Tank E 2.45 5.18 3.2 0.26 0.00 1.00 1.00 12.69 29% of 76% 17 5 Linkway E 3.66 6.53 3.5 0.33 0.00 1.00 1.00 23.90 71% of 76% 17 6 Gym S 1.34 21.58 3.2 0.26 0.00 1.00 1.00 28.92 20% of 51% 17 7 Foyer S 2.00 2.94 3.2 0.26 0.00 1.00 1.00 5.88 4% of 51% 17 8 Learning S 3.20 12.69 3.2 0.26 0.00 1.00 1.00 40.61 29% of 51% 17 9 Gallery void S 3.66 6.39 3.2 0.26 0.00 1.00 1.00 23.39 16% of 51% 17 10 Office S 2.45 8.82 3.2 0.26 0.00 1.00 1.00 21.61 15% of 51% 17 11 Think Tank S 2.45 8.82 3.2 0.26 0.00 1.00 1.00 21.61 15% of 51% 17 12 Gallery void W 3.66 17.00 3.2 0.26 3.300 3.660 0.90 0.00 0.42 0.47 62.22 39% of 123% 17 13 Plaza W 3.66 13.35 3.5 0.33 0.00 1.00 1.00 48.86 61% of 123% 17 14 Office SW 2.45 9.50 3.2 0.21 0.00 1.00 1.00 23.28 100% of 50% 17 15 0.00 0.00 17 16 0.00 0.00 17 17 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 1 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES FAILURES (in red italics) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 2 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Building name/description Application Climate zone CBD High School - L2 other 5 Storey Facade areas 2 N NE E SE S SW W NW internal Option A 241m² 162m² 246m² 59.1m² 109m² Option B n/a Glazing area (A) 141m² …………… 90.7m² …………… 76.4m² 22.5m² 94.4m²

Number of rows preferred in table below 20 (as currently displayed)

20 1 Think Tank N 3.30 3.77 3.8 0.26 1.850 3.30 0.56 0.00 0.70 0.49 12.44 7% of 41% 20 2 Learning Commons & Food TechN 3.30 31.79 3.8 0.26 1.850 3.30 0.56 0.00 0.70 0.49 104.91 61% of 41% 20 3 Learning N 2.45 6.39 3.2 0.21 0.00 1.00 1.00 15.66 21% of 41% 20 4 Science N 3.20 2.57 3.2 0.21 0.00 1.00 1.00 8.22 11% of 41% 20 5 Think Tank E 2.45 4.85 3.2 0.26 0.00 1.00 1.00 11.88 12% of 102% 20 6 Linkway E 3.66 6.20 3.5 0.33 0.00 1.00 1.00 22.69 30% of 102% 20 7 Food Tech & Science E 3.20 17.55 3.2 0.26 0.00 1.00 1.00 56.16 58% of 102% 20 8 Science S 2.45 8.82 3.2 0.21 0.00 1.00 1.00 21.61 28% of 38% 20 9 Think Tank S 2.45 8.82 3.2 0.26 0.00 1.00 1.00 21.61 28% of 38% 20 10 ROW SKIPPED (OK0.00 if intentional)0.00 20 11 Think tank S 3.20 2.63 3.2 0.26 0.00 1.00 1.00 8.42 11% of 38% 20 12 Learning S 2.45 10.09 3.2 0.21 0.00 1.00 1.00 24.72 33% of 38% 20 13 Science SW 2.45 9.20 3.2 0.21 0.00 1.00 1.00 22.54 100% of 47% 20 14 Learning W 2.45 19.62 3.2 0.21 0.00 1.00 1.00 48.07 42% of 146% 20 15 ROW SKIPPED (OK0.00 if intentional)0.00 20 16 Atrium W 3.66 12.67 3.5 0.33 0.00 1.00 1.00 46.37 58% of 146% 20 17 0.00 0.00 20 18 0.00 0.00 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 2 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES FAILURES (in red italics) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 3 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Building name/description Application Climate zone CBD High School - L3 other 5 Storey Facade areas 3 N NE E SE S SW W NW internal Option A 239m² 160m² 246m² 58.9m² 109m² Option B n/a Glazing area (A) 148m² …………… 115m² …………… 102m² 22.5m² 101m²

Number of rows preferred in table below 20 (as currently displayed)

20 1 Think Tank N 3.30 3.60 3.8 0.26 1.850 3.300 0.56 0.00 0.70 0.49 11.88 6% of 44% 20 2 Learning Commons & Food TechN 3.30 34.00 3.8 0.26 1.850 3.300 0.56 0.00 0.70 0.49 112.20 60% of 44% 20 3 Learning N 2.45 6.40 3.2 0.21 0.00 1.00 1.00 15.68 20% of 44% 20 4 Food tech N 3.20 2.70 3.8 0.26 0.00 1.00 1.00 8.64 14% of 44% 20 5 Think Tank E 2.45 4.85 3.2 0.26 0.00 1.00 1.00 11.88 9% of 136% 20 6 Linkway E 3.66 12.55 3.5 0.33 0.00 1.00 1.00 45.93 46% of 136% 20 7 Food Tech E 3.20 18.00 3.2 0.26 0.00 1.00 1.00 57.60 45% of 136% 20 8 *Science Store S 2.45 7.00 3.2 0.21 0.00 1.00 1.00 17.15 17% of 50% 20 9 Think Tank S 2.45 8.82 3.2 0.26 0.00 1.00 1.00 21.61 21% of 50% 20 10 Food tech S 3.20 8.92 3.2 0.26 0.00 1.00 1.00 28.54 28% of 50% 20 11 Think tank S 3.20 2.97 3.2 0.26 0.00 1.00 1.00 9.50 9% of 50% 20 12 Learning S 2.45 10.23 3.2 0.26 0.00 1.00 1.00 25.06 25% of 50% 20 13 *Science Store SW 2.45 9.20 3.2 0.21 0.00 1.00 1.00 22.54 100% of 47% 20 14 Learning W 2.45 11.00 3.2 0.21 0.00 1.00 1.00 26.95 21% of 161% 20 15 Learning W 3.20 8.68 3.2 0.26 0.00 1.00 1.00 27.78 26% of 161% 20 16 Atrium W 3.66 12.67 3.5 0.33 0.00 1.00 1.00 46.37 53% of 161% 20 17 0.00 0.00 20 18 0.00 0.00 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 3 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES FAILURES (in red italics) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 4 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Building name/description Application Climate zone CBD High School - L4 other 5 Storey Facade areas 4 N NE E SE S SW W NW internal Option A 240m² 160m² 246m² 58.9m² 110m² Option B n/a Glazing area (A) 114m² …………… 75.1m² …………… 152m² 29.4m² 109m²

Number of rows preferred in table below 20 (as currently displayed)

20 1 Think Tank N 3.30 3.69 3.8 0.26 0.00 1.00 1.00 12.18 24% of 35% 20 2 Learning & Art N 3.30 29.03 3.8 0.26 1.850 3.300 0.56 0.00 0.70 0.49 95.80 65% of 35% 20 3 Design Technology N 2.45 1.80 3.2 0.21 0.00 1.00 1.00 4.41 7% of 35% 20 4 Learning N 3.20 0.60 3.8 0.26 0.00 1.00 1.00 1.92 4% of 35% 20 5 Think Tank E 2.45 4.85 3.2 0.26 0.00 1.00 1.00 11.88 14% of 93% 20 6 Linkway E 3.66 12.55 3.5 0.33 0.00 1.00 1.00 45.93 67% of 93% 20 7 Learning E 3.20 5.40 3.2 0.26 0.00 1.00 1.00 17.28 20% of 93% 20 8 Art S 2.45 8.80 3.2 0.21 0.00 1.00 1.00 21.56 14% of 74% 20 9 Think Tank S 2.45 8.80 3.2 0.26 0.00 1.00 1.00 21.56 14% of 74% 20 10 Learning S 3.20 3.30 3.2 0.26 0.00 1.00 1.00 10.56 7% of 74% 20 11 Think tank S 3.20 9.44 3.2 0.26 0.00 1.00 1.00 30.21 20% of 74% 20 12 Science S 3.20 13.39 3.2 0.26 0.00 1.00 1.00 42.85 28% of 74% 20 13 Design Technology S 2.45 10.23 3.2 0.26 0.750 2.450 0.31 0.00 0.90 0.85 25.06 16% of 74% 20 14 Art SW 3.20 9.20 3.2 0.21 0.00 1.00 1.00 29.44 100% of 61% 20 15 Design Technology W 3.20 11.00 3.2 0.21 0.00 1.00 1.00 35.20 27% of 165% 20 16 Design Technology W 3.20 8.46 3.2 0.26 0.750 3.200 0.23 0.00 0.90 0.84 27.07 21% of 165% 20 17 Atrium W 3.66 12.81 3.5 0.33 0.00 1.00 1.00 46.88 52% of 165% 20 18 0.00 0.00 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 4 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES FAILURES (in red italics) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 5 Proposed CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Building name/description Application Climate zone CBD High School - L5 other 5 Storey Facade areas 5 N NE E SE S SW W NW internal Option A 209m² 57.1m² 191m² 58.9m² Option B n/a Glazing area (A) 116m² …………… 16.9m² …………… 175m² 29.4m²

Number of rows preferred in table below 10 (as currently displayed)

10 1 Think Tank N 3.30 3.60 3.8 0.26 1.850 3.300 0.56 0.00 0.70 0.49 11.88 10% of 32% 10 2 Learning & Art N 3.30 31.70 3.8 0.26 1.850 3.300 0.56 0.00 0.70 0.49 104.61 90% of 32% 10 3 Think Tank E 3.20 5.28 3.2 0.26 0.00 1.00 1.00 16.90 100% of 51% 10 4 Think Tank 1 S 3.20 54.84 3.2 0.26 0.00 1.00 1.00 175.49 100% of 110% 10 5 ROW SKIPPED (OK0.00 if intentional)0.00 10 6 ROW SKIPPED (OK0.00 if intentional)0.00 10 7 ROW SKIPPED (OK0.00 if intentional)0.00 10 8 Art SW 3.20 9.20 3.2 0.21 0.00 1.00 1.00 29.44 100% of 61% 10 9 0.00 0.00 10 10 0.00 0.00

IMPORTANT NOTICE AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 1 of 1 Report from 160712 CBD School Level G Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Number of rows preferred in table below 20 (as currently displayed)

20 1 Discovery + research + Café N 3.25 19.34 7.0 0.36 2.100 3.250 0.65 0.00 0.58 0.43 62.86 9% of 60% 20 2 Gallery N 3.50 3.85 7.0 0.36 0.00 1.00 1.00 13.48 9% of 60% 20 3 Gym N 108.20 7.0 0.36 0.00 1.00 1.00 108.20 72% of 60% 20 4 Think tank N 3.25 3.76 7.0 0.36 0.00 1.00 1.00 12.22 8% of 60% 20 5 Café BOH N 3.25 4.84 7.0 0.36 2.100 3.250 0.65 0.00 0.58 0.43 15.73 2% of 60% 20 6 Café Dining E 2.45 9.26 7.0 0.42 0.00 1.00 1.00 22.69 32% of 64% 20 7 Gym E 25.68 7.0 0.42 0.00 1.00 1.00 25.68 36% of 64% 20 8 Plaza E 3.50 6.43 7.0 0.42 0.00 1.00 1.00 22.51 32% of 64% 20 9 Café Dining S 2.45 7.96 5.8 0.56 0.00 1.00 1.00 19.50 11% of 97% 20 10 Gym S 3.00 21.74 5.8 0.56 0.00 1.00 1.00 65.22 37% of 97% 20 11 Foyer S 3.25 2.95 5.8 0.56 0.00 1.00 1.00 9.59 5% of 97% 20 12 Teach Prep + Media Studies S 3.25 13.23 5.8 0.56 0.00 1.00 1.00 43.00 24% of 97% 20 13 Gallery S 3.25 6.60 5.8 0.56 0.00 1.00 1.00 21.45 12% of 97% 20 14 Maker S 2.45 7.57 5.8 0.56 0.00 1.00 1.00 18.55 10% of 97% 20 15 Plaza SW 3.50 8.33 4.0 0.20 0.00 1.00 1.00 29.16 59% of 82% 20 16 Maker SW 2.45 8.36 4.0 0.20 0.00 1.00 1.00 20.48 41% of 82% 20 17 Entry W 3.50 6.20 4.8 0.12 6.910 3.500 1.97 0.00 0.01 0.26 21.70 20% of 100% 20 18 Gallery W 3.50 16.90 4.8 0.12 0.00 1.00 1.00 59.15 80% of 100% 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level G Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES OK (if inputs are valid) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTDiscovery NOTICE AND+ research DISCLAIMER + Café IN RESPECT OF THE GLAZING CALCULATOR if inputs are valid The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 1 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Number of rows preferred in table below 17 (as currently displayed)

17 1 Think Tank N 3.30 3.60 7.0 0.42 1.850 3.300 0.56 0.00 0.70 0.49 11.88 8% of 56% 17 2 Office N 3.30 34.03 7.0 0.42 1.850 3.300 0.56 0.00 0.70 0.49 112.30 76% of 56% 17 3 Gallery void N 3.30 2.36 7.0 0.42 0.00 1.00 1.00 7.79 16% of 56% 17 4 Think Tank E 2.45 5.18 7.0 0.28 0.00 1.00 1.00 12.69 35% of 70% 17 5 Linkway E 3.66 6.53 7.0 0.28 0.00 1.00 1.00 23.90 65% of 70% 17 6 Gym S 1.34 21.58 6.4 0.56 0.00 1.00 1.00 28.92 20% of 100% 17 7 Foyer S 2.00 2.94 6.4 0.56 0.00 1.00 1.00 5.88 4% of 100% 17 8 Learning S 3.20 12.69 6.4 0.56 0.00 1.00 1.00 40.61 29% of 100% 17 9 Gallery void S 3.66 6.39 6.4 0.56 0.00 1.00 1.00 23.39 16% of 100% 17 10 Office S 2.45 8.82 6.4 0.56 0.00 1.00 1.00 21.61 15% of 100% 17 11 Think Tank S 2.45 8.82 6.4 0.56 0.00 1.00 1.00 21.61 15% of 100% 17 12 Gallery void W 3.66 17.00 5.0 0.16 3.300 3.660 0.90 0.00 0.42 0.47 62.22 47% of 97% 17 13 Plaza W 3.66 13.35 5.0 0.16 0.00 1.00 1.00 48.86 53% of 97% 17 14 Office SW 2.45 9.50 5.0 0.49 0.00 1.00 1.00 23.28 100% of 87% 17 15 0.00 0.00 17 16 0.00 0.00 17 17 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 1 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES OK (if inputs are valid) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR if inputs are valid The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 2 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Number of rows preferred in table below 20 (as currently displayed)

20 1 Think Tank N 3.30 3.77 7.0 0.39 1.850 3.30 0.56 0.00 0.70 0.49 12.44 6% of 58% 20 2 Learning Commons & Food TechN 3.30 31.79 7.0 0.39 1.850 3.30 0.56 0.00 0.70 0.49 104.91 53% of 58% 20 3 Learning N 2.45 6.39 7.0 0.39 0.00 1.00 1.00 15.66 26% of 58% 20 4 Science N 3.20 2.57 7.0 0.39 0.00 1.00 1.00 8.22 14% of 58% 20 5 Think Tank E 2.45 4.85 7.0 0.19 0.00 1.00 1.00 11.88 13% of 70% 20 6 Linkway E 3.66 6.20 7.0 0.19 0.00 1.00 1.00 22.69 25% of 70% 20 7 Food Tech & Science E 3.20 17.55 7.0 0.19 0.00 1.00 1.00 56.16 62% of 70% 20 8 Science S 2.45 8.82 7.0 0.56 0.00 1.00 1.00 21.61 28% of 81% 20 9 Think Tank S 2.45 8.82 7.0 0.56 0.00 1.00 1.00 21.61 28% of 81% 20 10 ROW SKIPPED (OK0.00 if intentional)0.00 20 11 Think tank S 3.20 2.63 7.0 0.56 0.00 1.00 1.00 8.42 11% of 81% 20 12 Learning S 2.45 10.09 7.0 0.56 0.00 1.00 1.00 24.72 32% of 81% 20 13 Science SW 2.45 9.20 5.5 0.49 0.00 1.00 1.00 22.54 100% of 87% 20 14 Learning W 2.45 19.62 5.0 0.11 0.00 1.00 1.00 48.07 51% of 96% 20 15 ROW SKIPPED (OK0.00 if intentional)0.00 20 16 Atrium W 3.66 12.67 5.0 0.11 0.00 1.00 1.00 46.37 49% of 96% 20 17 0.00 0.00 20 18 0.00 0.00 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 2 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES OK (if inputs are valid) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR if inputs are valid The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 3 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Number of rows preferred in table below 20 (as currently displayed)

20 1 Think Tank N 3.30 3.60 7.0 0.37 1.850 3.300 0.56 0.00 0.70 0.49 11.88 6% of 55% 20 2 Learning Commons & Food TechN 3.30 34.00 7.0 0.37 1.850 3.300 0.56 0.00 0.70 0.49 112.20 54% of 55% 20 3 Learning N 2.45 6.40 7.0 0.37 0.00 1.00 1.00 15.68 26% of 55% 20 4 Food tech N 3.20 2.70 7.0 0.37 0.00 1.00 1.00 8.64 14% of 55% 20 5 Think Tank E 2.45 4.85 7.0 0.15 0.00 1.00 1.00 11.88 10% of 71% 20 6 Linkway E 3.66 12.55 7.0 0.15 0.00 1.00 1.00 45.93 40% of 71% 20 7 Food Tech E 3.20 18.00 7.0 0.15 0.00 1.00 1.00 57.60 50% of 71% 20 8 *Science Store S 2.45 7.00 6.5 0.56 0.00 1.00 1.00 17.15 17% of 100% 20 9 Think Tank S 2.45 8.82 6.5 0.56 0.00 1.00 1.00 21.61 21% of 100% 20 10 Food tech S 3.20 8.92 6.5 0.56 0.00 1.00 1.00 28.54 28% of 100% 20 11 Think tank S 3.20 2.97 6.5 0.56 0.00 1.00 1.00 9.50 9% of 100% 20 12 Learning S 2.45 10.23 6.5 0.56 0.00 1.00 1.00 25.06 25% of 100% 20 13 *Science Store SW 2.45 9.20 5.0 0.56 0.00 1.00 1.00 22.54 100% of 86% 20 14 Learning W 2.45 11.00 4.7 0.11 0.00 1.00 1.00 26.95 27% of 100% 20 15 Learning W 3.20 8.68 4.7 0.11 0.00 1.00 1.00 27.78 27% of 100% 20 16 Atrium W 3.66 12.67 4.7 0.11 0.00 1.00 1.00 46.37 46% of 100% 20 17 0.00 0.00 20 18 0.00 0.00 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 3 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES OK (if inputs are valid) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR if inputs are valid The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 4 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Number of rows preferred in table below 20 (as currently displayed)

20 1 Think Tank N 3.30 3.69 7.0 0.45 0.00 1.00 1.00 12.18 24% of 59% 20 2 Learning & Art N 3.30 29.03 7.0 0.45 1.850 3.300 0.56 0.00 0.70 0.49 95.80 63% of 59% 20 3 Design Technology N 2.45 1.80 7.0 0.45 0.00 1.00 1.00 4.41 9% of 59% 20 4 Learning N 3.20 0.60 7.0 0.45 0.00 1.00 1.00 1.92 4% of 59% 20 5 Think Tank E 2.45 4.85 7.0 0.22 0.00 1.00 1.00 11.88 16% of 68% 20 6 Linkway E 3.66 12.55 7.0 0.22 0.00 1.00 1.00 45.93 61% of 68% 20 7 Learning E 3.20 5.40 7.0 0.22 0.00 1.00 1.00 17.28 23% of 68% 20 8 Art S 2.45 8.80 4.5 0.56 0.00 1.00 1.00 21.56 14% of 99% 20 9 Think Tank S 2.45 8.80 4.5 0.56 0.00 1.00 1.00 21.56 14% of 99% 20 10 Learning S 3.20 3.30 4.5 0.56 0.00 1.00 1.00 10.56 7% of 99% 20 11 Think tank S 3.20 9.44 4.5 0.56 0.00 1.00 1.00 30.21 20% of 99% 20 12 Science S 3.20 13.39 4.5 0.56 0.00 1.00 1.00 42.85 28% of 99% 20 13 Design Technology S 2.45 10.23 4.5 0.56 0.750 2.450 0.31 0.00 0.90 0.85 25.06 16% of 99% 20 14 Art SW 3.20 9.20 4.7 0.32 0.00 1.00 1.00 29.44 100% of 90% 20 15 Design Technology W 3.20 11.00 4.7 0.10 0.00 1.00 1.00 35.20 33% of 100% 20 16 Design Technology W 3.20 8.46 4.7 0.10 0.750 3.200 0.23 0.00 0.90 0.84 27.07 23% of 100% 20 17 Atrium W 3.66 12.81 4.7 0.10 0.00 1.00 1.00 46.88 44% of 100% 20 18 0.00 0.00 20 19 0.00 0.00 20 20 0.00 0.00

page 1 of 2 Report from 160712 CBD School Level 4 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016

GLAZING ELEMENTS, ORIENTATION SECTOR, SIZE and PERFORMANCE CHARACTERISTICS SHADING CALCULATED OUTCOMES OK (if inputs are valid) Glazing element Facing sector Size Performance P&H or device Shading Multipliers Size Outcomes Total Total System System Area Element share Description Option A Option B Height Width Area U-Value SHGC P H P/H G Heating Cooling used of % of ID (optional) facades facades (m) (m) (m²) (AFRC) (AFRC) (m) (m) (m) (SH) (SC) (m²) allowance used IMPORTANTThink NOTICE Tank AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR if inputs are valid The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 2 of 2 Report from 160712 CBD School Level 5 Reference CalculatorGlazingVolOne2014.xlsx printed 22/07/2016 NCC VOLUME ONE GLAZING CALCULATOR (first issued with NCC 2014)

Number of rows preferred in table below 10 (as currently displayed)

10 1 Think Tank N 3.30 3.60 7.0 0.47 1.850 3.300 0.56 0.00 0.70 0.49 11.88 10% of 57% 10 2 Learning & Art N 3.30 31.70 7.0 0.47 1.850 3.300 0.56 0.00 0.70 0.49 104.61 90% of 57% 10 3 Think Tank E 3.20 5.28 7.0 0.36 0.00 1.00 1.00 16.90 100% of 70% 10 4 Think Tank 1 S 3.20 54.84 3.1 0.49 0.00 1.00 1.00 175.49 100% of 99% 10 5 ROW SKIPPED (OK0.00 if intentional)0.00 10 6 ROW SKIPPED (OK0.00 if intentional)0.00 10 7 ROW SKIPPED (OK0.00 if intentional)0.00 10 8 Art SW 3.20 9.20 5.0 0.28 0.00 1.00 1.00 29.44 100% of 92% 10 9 0.00 0.00 10 10 0.00 0.00 IMPORTANT NOTICE AND DISCLAIMER IN RESPECT OF THE GLAZING CALCULATOR if inputs are valid The Glazing Calculator has been developed by the ABCB to assist in developing a better understanding of glazing energy efficiency parameters. While the ABCB believes that the Glazing Calculator, if used correctly, will produce accurate results, it is provided "as is" and without any representation or warranty of any kind, including that it is fit for any purpose or of merchantable quality, or functions as intended or at all. Your use of the Glazing Calculator is entirely at your own risk and the ABCB accepts no liability of any kind.  Copyright © 2014 – Australian Government, State and Territory Governments of Australia. All Rights Reserved

page 1 of 1 AECOM New CBD School 2 New CBD School D R A F T

Appendix C: Mechanical Schedules

AHU # AHU-N-B-01 AHU-N-0-01 AHU-N-0-02 AHU-N-1-01

Building North North North North Vertical Vertical Horizontal Vertical AHU Type - Discharge Discharge Discharge Discharge Basement Level 0 Café Level 0 Serving - Level 1 Offices Learning Areas Dining Discovery Centre Total Cooling kW 47.5 52.7 63.5 65.3 Capacity Total Sensible kW 42.0 46.6 55.6 58.9 Capcity Heating Capacity kW 26.1 38.2 44.2 41.4

Heating Method Type Hot Water Hot Water Hot Water Hot Water

°C db 33 37 37 32.2 Air On °C wb 20.3 21.4 21.4 20.1 Supply Air 1840 1685 2150 2650 L/s Outside Air Air Quantity 1225 1685 2150 1625 L/s Outside Air 490 674 860 650 Min L/s CHW Flow L/s 1.4 1.6 1.9 2.0 HHW Flow L/s 0.3 0.5 0.5 0.5 External System Pa 450 450 450 450 Resistance Fan Absorbed kW 1.7 1.5 1.7 1.7 Power Min Motor Size kW 2.2 2.0 2.2 2.2

1 of 5 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF AIR HANDLING UNITS

AHU # AHU-N-2-01 AHU-N-3-01 AHU-N-4-01 AHU-N-5-01

Building North North North North Vertical Vertical Vertical Vertical AHU Type - Discharge Discharge Discharge Discharge Serving - Level 2 Internal Level 3 Internal Level 4 Internal Level 5 Internal Total Cooling kW 74.7 91 92.5 86.5 Capacity Total Sensible kW 66.5 80.9 82.5 77.6 Capcity Heating Capacity kW 50.6 61.6 64.7 61.9

Heating Method Type Hot Water Hot Water Hot Water Hot Water

°C db 33.9 34.5 35.5 34.4 Air On °C wb 20.5 20.7 21 20.7 Supply Air 2740 3250 3160 3140 L/s Outside Air Air Quantity 2065 2600 2785 2470 L/s Outside Air 826 1040 1114 988 Min L/s CHW Flow L/s 2.2 2.7 2.8 2.6 HHW Flow L/s 0.6 0.7 0.8 0.7 External System Pa 450 450 450 450 Resistance Fan Absorbed kW 3 3 3 3 Power Min Motor Size kW 3.9 3.9 3.9 3.9

2 of 5 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF AIR HANDLING UNITS

AHU # AHU-S-0-01 AHU-S-1-01 AHU-S-2-01 AHU-S-3-01

Building South South South South Vertical Vertical Vertical Vertical AHU Type - Discharge Discharge Discharge Discharge Serving - Level 0 Internal Level 1 Internal Level 2 Internal Level 3 Internal Total Cooling kW 71.1 69.9 60 65.1 Capacity Total Sensible kW 63.1 59.5 49.8 57.5 Capcity Heating Capacity kW 47.3 47.6 39.3 46.2

Heating Method Type Hot Water Hot Water Hot Water Hot Water

°C db 32.7 34.2 34.9 34.5 Air On °C wb 20.2 20.6 20.8 20.8 Supply Air 2800 2455 1985 2330 L/s Outside Air Air Quantity 1800 1870 1630 1900 L/s Outside Air 720 748 652 760 Min L/s CHW Flow L/s 2.1 2.1 1.8 1.9 HHW Flow L/s 0.6 0.6 0.5 0.6 External System Pa 450 450 450 450 Resistance Fan Absorbed kW 3 3 3 3 Power Min Motor Size kW 3.9 3.9 3.9 3.9

3 of 5 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF AIR HANDLING UNITS

AHU # AHU-S-3-02 AHU-S-4-01

Building South South Vertical Vertical AHU Type - Discharge Discharge Level 2 Serving - Level 4 Internal Performance Total Cooling kW 62.1 94.6 Capacity Total Sensible kW 52.5 85.2 Capcity Heating Capacity kW 39.2 66.2

Heating Method Type Hot Water Hot Water

°C db 34.5 33.8 Air On °C wb 20.7 20.5 Supply Air 2130 3580 L/s Outside Air Air Quantity 1680 2620 L/s Outside Air 672 1048 Min L/s CHW Flow L/s 1.9 2.8 HHW Flow L/s 0.5 0.8 External System Pa 450 450 Resistance Fan Absorbed kW 1.7 3 Power Min Motor Size kW 2.2 3.9

4 of 5 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF AIR HANDLING UNITS

NOTES AND REQUIREMENTS:

1 System resistances and static pressures quoted are to be recalculated by contractor based on workshop drawings. 2 Refer to Mechanical Services Switch Board Schedule for motor size and electrical requirements 3 For BCA compliance, the motor absorbed power must be less than scheduled capacity, in accordance with BCA Section J. 4 Chilled water temperatures are based on 6°C entering and 14 leaving°C.

Minimum motor sizes do not reflect standard motor sizes. Select the next largest motor which meets this minimum requirement. 5 Refer to Limiting Sound Level Schedule for spectrum data where applicable (TBC).

6 Air on conditions to be calculated based on ambient design conditions 37°CDB / 21.4°CWB cooling and 6.5°CDB heating. Internal design conditions of 26°CDB cooling, 20°CDB heating. 7 All AHUs to incorporate class F5 deep bed type filters.

5 of 5 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU # FCU-N-0-01 FCU-N-0-02 FCU-N-0-03 FCU-N-1-01

FCU Type - Ceiling Mounted Ceiling Mounted Ceiling Mounted Ceiling Mounted

North Building North Building North Building North Building Serving - West Perimeter North Perimeter North Perimeter West Perimeter Total Cooling kW 4.7 2.9 3.3 4.7 Capacity Total Sensible kW 4.7 2.9 3.3 4.7 Capcity Heating Capacity kW 3.14 2.3 2.3 3.4

°C db 23.4 25.0 25.0 23.1 Air On °C wb 16.8 17.9 17.9 16.8 Supply Air 360 215.0 250.0 350.0 Air Quantity L/s Outside Air 60 0.0 0.0 60.0 L/s Chilled Water Flow L/s 0.14 0.09 0.10 0.14

Heating Water Flow L/s 0.09 0.07 0.07 0.10 External System Pa 200.0 200.0 200.0 200.0 Resistance Fan Absorbed kW 0.35 0.20 0.20 0.35 Power Min Motor Size (kW) 0.46 0.26 0.26 0.46

Filter Media Type FPA-2 FPA-2 FPA-2 FPA-2 Comments O/A via AHU O/A via AHU

1 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU # FCU-N-1-02 FCU-N-1-03 FCU-N-1-04 FCU-N-2-01

FCU Type - Ceiling Mounted Ceiling Mounted Ceiling Mounted Ceiling Mounted

North Building North Building North Building North Building Serving - North Perimeter North Perimeter North Perimeter West Perimeter Total Cooling kW 5.5 7.2 8.3 4.7 Capacity Total Sensible kW 5.1 6.6 7.6 4.7 Capcity Heating Capacity kW 4.2 5.7 6.3 3.4

°C db 29.0 29.9 30.5 23.1 Air On °C wb 19.1 19.4 19.6 16.8 Supply Air 280.0 350.0 380.0 350.0 Air Quantity L/s Outside Air 96.0 145.0 180.0 60.0 L/s Chilled Water Flow L/s 0.16 0.22 0.25 0.14

Heating Water Flow L/s 0.12 0.17 0.19 0.10 External System Pa 200.0 200.0 200.0 200.0 Resistance Fan Absorbed kW 0.20 0.35 0.35 0.35 Power Min Motor Size (kW) 0.26 0.46 0.46 0.46

Filter Media Type FPA-2 FPA-2 FPA-2 FPA-2 Comments O/A via plant O/A via AHU room O/A fan

2 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU # FCU-N-2-02 FCU-N-2-03 FCU-N-3-01 FCU-N-3-02

FCU Type - Ceiling Mounted Ceiling Mounted Ceiling Mounted Ceiling Mounted

North Building North Building North Building North Building Serving - North Perimeter North Perimeter West Perimeter North Perimeter Total Cooling kW 5.2 3.2 4.7 4.6 Capacity Total Sensible kW 5.2 3.2 4.7 4.6 Capcity Heating Capacity kW 4.6 3.0 3.4 4.6

°C db 25.0 25.0 23.1 25.0 Air On °C wb 17.9 17.9 16.8 17.9 Supply Air 395.0 240.0 350.0 350.0 Air Quantity L/s Outside Air 0.0 0.0 60.0 0.0 L/s Chilled Water Flow L/s 0.16 0.10 0.14 0.14

Heating Water Flow L/s 0.14 0.09 0.10 0.14 External System Pa 200.0 200.0 200.0 200.0 Resistance Fan Absorbed kW 0.35 0.20 0.35 0.35 Power Min Motor Size (kW) 0.46 0.26 0.46 0.46

Filter Media Type FPA-2 FPA-2 FPA-2 FPA-2 Comments O/A via AHU

3 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU # FCU-N-3-03 FCU-N-4-01 FCU-N-4-02 FCU-N-4-03

FCU Type - Ceiling Mounted Ceiling Mounted Ceiling Mounted Ceiling Mounted

North Building North Building North Building North Building Serving - North Perimeter West Perimeter North Perimeter North Perimeter Total Cooling kW 3.9 4.7 4.0 5.9 Capacity Total Sensible kW 3.9 4.7 4.0 5.9 Capcity Heating Capacity kW 3.5 3.1 3.5 3.5

°C db 25.0 23.1 25.0 25.0 Air On °C wb 17.9 16.7 17.9 17.9 Supply Air 295.0 350.0 300.0 445.0 Air Quantity L/s Outside Air 0.0 60.0 0.0 0.0 L/s Chilled Water Flow L/s 0.12 0.14 0.12 0.18

Heating Water Flow L/s 0.10 0.09 0.10 0.10 External System Pa 200.0 200.0 200.0 200.0 Resistance Fan Absorbed kW 0.20 0.35 0.20 0.40 Power Min Motor Size (kW) 0.26 0.46 0.26 0.52

Filter Media Type FPA-2 FPA-2 FPA-2 FPA-2 Comments O/A via AHU

4 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU # FCU-N-5-01 FCU-N-5-02 FCU-N-5-03 FCU-S-1-01

FCU Type - Ceiling Mounted Ceiling Mounted Ceiling Mounted Ceiling Mounted

North Building North Building North Building South Building Serving - West Perimeter North Perimeter North Perimeter Gallery Total Cooling kW 4.7 4.4 3.5 8.0 Capacity Total Sensible kW 4.7 4.4 3.5 8.0 Capcity Heating Capacity kW 3.5 3.9 3.5 4.7

°C db 23.2 25.0 25.0 25.0 Air On °C wb 16.8 17.9 17.9 17.7 Supply Air 360.0 330.0 265.0 600.0 Air Quantity L/s Outside Air 60.0 0.0 0.0 0.0 L/s Chilled Water Flow L/s 0.14 0.13 0.10 0.24

Heating Water Flow L/s 0.11 0.12 0.10 0.14 External System Pa 200.0 200.0 200.0 200.0 Resistance Fan Absorbed kW 0.35 0.35 0.20 0.40 Power Min Motor Size (kW) 0.46 0.46 0.26 0.52

Filter Media Type FPA-2 FPA-2 FPA-2 FPA-2 Comments O/A via AHU

5 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU # FCU-S-1-02 FCU-S-1-03 FCU-S-2-01 FCU-S-2-02

Vertical Vertical FCU Type - Ceiling Mounted Ceiling Mounted Discharge Discharge

South Building South Building South Building Serving - Fitness Gallery West Perimeter East Perimeter Total Cooling kW 8.0 16.3 7.9 5.6 Capacity Total Sensible kW 8.0 11.2 7.9 5.6 Capcity Heating Capacity kW 4.7 6.9 4.9 3.5

°C db 25.0 24.0 25.0 25.0 Air On °C wb 17.7 17.1 17.6 17.9 Supply Air 600.0 550.0 600.0 425.0 Air Quantity L/s Outside Air 0.0 300.0 0.0 0.0 L/s Chilled Water Flow L/s 0.24 0.49 0.24 0.17

Heating Water Flow L/s 0.14 0.21 0.15 0.10 External System Pa 200.0 200.0 200.0 200.0 Resistance Fan Absorbed kW 0.40 0.40 0.40 0.35 Power Min Motor Size (kW) 0.52 0.52 0.52 0.46

Filter Media Type FPA-2 FPA-2 FPA-2 FPA-2 Comments

6 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU # FCU-S-3-01 FCU-S-3-02 FCU-S-4-01 FCU-S-4-02

Vertical Vertical FCU Type - Ceiling Mounted Ceiling Mounted Discharge Discharge

South Building South Building South Building South Building Serving - West Perimeter East Perimeter West Perimeter East Perimeter Total Cooling kW 7.9 5.6 7.9 5.6 Capacity Total Sensible kW 7.9 5.6 7.9 5.6 Capcity Heating Capacity kW 4.9 3.5 4.9 3.5

°C db 25.0 25.0 25.0 25.0 Air On °C wb 17.6 17.9 17.6 17.9 Supply Air 600.0 425.0 600.0 425.0 Air Quantity L/s Outside Air 0.0 0.0 0.0 0.0 L/s Chilled Water Flow L/s 0.24 0.17 0.24 0.17

Heating Water Flow L/s 0.15 0.10 0.15 0.10 External System Pa 200.0 200.0 200.0 200.0 Resistance Fan Absorbed kW 0.40 0.35 0.40 0.35 Power Min Motor Size (kW) 0.52 0.46 0.52 0.46

Filter Media Type FPA-2 FPA-2 FPA-2 FPA-2 Comments

7 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

FCU #

FCU Type -

Serving -

Total Cooling kW Capacity Total Sensible kW Capcity Heating Capacity kW

°C db Air On °C wb Supply Air Air Quantity L/s Outside Air L/s Chilled Water Flow L/s

Heating Water Flow L/s External System Pa Resistance Fan Absorbed kW Power Min Motor Size (kW)

Filter Media Type Comments

8 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 SCHEDULE OF FAN COIL UNITS

NOTES AND REQUIREMENTS:

5 Minimum motor sizes do not reflect standard motor sizes. Select the next largest motor which meets this minimum requirement. 6 Air on conditions to be calculated based on ambient design conditions 37°CDB / 21.4°CWB cooling and 6.5°CDB heating. Internal design conditions of 26°CDB cooling, 20°CDB heating. 7 All AHUs to incorporate class G4 panel type filters.

9 of 9 20160711_60%_Mechanical Equipment Schedule.xlsx 21/07/2016 DAC SUBMISSION

7.5 STORMWATER MANAGEMENT PLAN

New CBD School | DAC Submission | 2016

THE NEW CBD HIGH SCHOOL

Stormwater Management Plan

Prepared for: Cox Architecture Level 2, 80 Pirie Street Adelaide, South Australia 5000

Prepared by: Kellogg Brown & Root Pty Ltd ABN 91 007 660 317 186 Greenhill Road Parkside, South Australia 5063 Telephone +618 8301 1234, Facsimile +618 8301 1301

4 March 2016

AES601-001-TD-OT-DBR-0001

 Kellogg Brown & Root Pty Ltd, 2016

The sole purpose of this report and the associated services performed by Kellogg Brown & Root Pty Ltd (KBR) is to establish preliminary civil and structural engineering considerations in accordance with the scope of services set out in the contract between KBR and Cox Architecture (‘the Client’). That scope of services was defined by the requests of the Client, by the time and budgetary constraints imposed by the Client, and by the availability of access to the site. KBR derived the data in this report primarily from visual inspection and desktop review of existing documentation. The passage of time, manifestation of latent conditions or impacts of future events may require further exploration at the site and subsequent data analysis, and re-evaluation of the findings, observations and conclusions expressed in this report. In preparing this report, KBR has relied upon and presumed accurate certain information (or absence thereof) relative to the Reid Building site provided by government officials and authorities, the Client and others identified herein. Except as otherwise stated in the report, KBR has not attempted to verify the accuracy or completeness of any such information. No warranty or guarantee, whether express or implied, is made with respect to the data reported or to the findings, observations and conclusions expressed in this report. Further, such data, findings, observations and conclusions are based solely upon the site conditions and information supplied and in existence at the time of the investigation. This report has been prepared on behalf of and for the exclusive use of the Client, and is subject to and issued in connection with the provisions of the agreement between KBR and the Client. KBR accepts no liability or responsibility whatsoever for or in respect of any use of or reliance upon this report by any third party.

Revision History

Signatures Revision Date Comment Originated Checked Technical Project by by Approval Approval A 4/3/2016 Issue for client review JWP IRM BTC JWP

AES601-001-TD-OT-DBR-0001 ii 4 March 2016 CONTENTS

Section Page

1 INTRODUCTION 1-1 1.1 Project background and scope of work 1-1 1.2 Project location 1-2 1.3 Topography and orientation 1-2 1.4 Existing site infrastructure 1-2

2 STORMWATER MANAGEMENT PLAN 2-1 2.1 General description 2-1 2.2 Standards and references 2-1 2.3 Design datums 2-2 2.4 Services 2-2 2.5 Earthworks and site levels 2-3 2.6 Preliminary stormwater analysis 2-3 2.7 Site flooding history 2-4 2.8 Stormwater design recommendations 2-4 2.9 Basement drainage 2-5 2.10 Stormwater quality recommendations 2-5 2.11 OH&S considerations 2-6 2.12 Environmental considerations 2-6

AES601-001-TD-OT-DBR-0001 Rev. A i 4 March 2016 1 Introduction

1.1 PROJECT BACKGROUND AND SCOPE OF WORK Kellogg Brown and Root Pty Ltd has been engaged to provide civil engineering services for a new CBD High School facility proposed to be located on Frome Road, Adelaide. This report provides a preliminary stormwater management plan, produced for planning purposes. The final stormwater drainage layout for the proposed development will be subject to detailed design and the site, architectural and landscape layouts. The report aims to provide the overall strategy to achieve the conveyance of stormwater and discharge off site via a conventional drainage system to Council’s drainage network. In addition to the existing Reid Building, the site currently consists of an entrance driveway that wraps along the southern and eastern boundaries leading to car parking and loading dock facilities at the north-east corner of the existing building. The site also consists of pedestrian walkways and grassed areas. The proposed redevelopment of the site aims to construct new high school facilities for a capacity of 1000 students. Key features of the proposed development include: redevelopment of the existing Reid Building, a new multi-storey building, new atrium and plaza areas, outdoor roof spaces, a new basement level loading dock with minimal car parking and re-arrangement of the site layout. The preliminary site plan for the works is included in Figure 1.1.

Figure 1.1 Initial proposal (ground floor plan)

AES601-001-TD-OT-DBR-0001 Rev. A 1-1 4 March 2016 1.2 PROJECT LOCATION The Reid Building is located at 1 Frome Road, Adelaide, bounded by Adelaide Zoo and River Torrens to the north, university campus buildings to the south and west (University of South Australia, City East Campus and University of Adelaide), Botanic Gardens to the east and the Royal Adelaide Hospital site to the south. Refer to the Site Land Title Plan, 51367, shown in Figure 1.2.

Figure 1.2 Site Land Title Plan 51367

1.3 TOPOGRAPHY AND ORIENTATION The land survey shows that the site generally grades away from the building towards the River Torrens and First Creek to the north and north-east and towards Frome Road and the access road to the building carpark to the west and south. A sag point is located on the northern side of the Reid Building where the current usage is an unloading area.

1.4 EXISTING SITE INFRASTRUCTURE Information has been provided by Adelaide City Council (ACC) regarding the existing infrastructure on Frome Road. The site infrastructure along Frome Road consists of a series of side entry pits (SEPs) along both sides of the road on the eastern and western sides draining the road carriageways and footpath areas. The eastern SEPs discharge via stormwater pipes crossing under Frome Road and discharging into a 1200 mm diameter reinforced concrete pipe (RCP) trunk drain running south to north, eventually discharging into the River Torrens on the northern side of Victoria Drive. A special catchpit is located upstream of one of the eastern cross pipes adjacent to the north-western boundary of Reid Building. There are two existing connections from the CBD school development site into the Frome Road drainage network:

AES601-001-TD-OT-DBR-0001 Rev. A 1-2 4 March 2016  The northern connection appears to discharge into the special catchpit, but the cover could not be lifted by the surveyors and the upstream network connectivity is unclear and of unknown depth.

 The southern connection is a 225 mm diameter RCP which discharges directly into a SEP in Frome Road. There appears to be an existing pump station draining the vehicular unloading area on the northern side of the Reid Building. The surface levels in this area are approximately 2 metres below the adjacent ground levels. It is unclear whether this discharges into the swale located to the east of the existing building, or the Frome Road drainage network. A swale running south to north along the eastern boundary of the CBD School site is understood to convey external stormwater runoff from the Botanic Creek catchment. The intent is that this is independent to the development site. This will be discussed further in Section 2.7.

AES601-001-TD-OT-DBR-0001 Rev. A 1-3 4 March 2016 2 Stormwater Management Plan

2.1 GENERAL DESCRIPTION Stormwater from First and Second Creeks and the eastern parklands drain through the swale on the adjacent property to the east of the site and the creek located adjacent to the northern boundary of the site. The site has been known to flood on several occasions in the past with the last event being in 2009 when the building basement was filled with stormwater to within 0.5 m of the lower ground ceiling. During the inspection, we were advised that the swale berms have since been raised to reduce the chances of this occurring again. Further investigation is required to determine the capacity of the existing drainage infrastructure (pre-development scenario) servicing the Reid Building. Onsite stormwater detention methods will be investigated to ensure that the stormwater runoff generated from the additional impervious areas in the post development scenario, can be maintained at pre development levels. These additional impervious areas are understood to be a new building adjacent to the Reid Building and associated footpath pavements as part of landscaping works to be determined. Once the landscape concept plans are developed further, water sensitive urban design (WSUD) options will be explored to enhance the landscape vision such as:

 Rain gardens

 swales and reed beds

 permeable block paving.

2.2 STANDARDS AND REFERENCES In undertaking design of the CBD school site, design codes will be adopted as the basis for design specifications. These comprised two source agencies:

 DPTI, that has a number of specific material and design related standards

 current Australian Codes, Standards and Regulations governing all aspects of building design and materials specifications. The relevant design references are as nominated below. The more stringent of requirements from these documents were adopted as the criteria for the design basis. Some or all of the following codes and standards will form the basis for components of the stormwater drainage design.

 AS 1012 methods of testing concrete

 AS 1260 un-plasticised PVC (UPVC) pipes and fittings for sewerage applications

 AS 1289 methods of testing soils for engineering purposes

AES601-001-TD-OT-DBR-0001 Rev. A 2-1 4 March 2016  AS 1302 steel reinforcing bars for concrete

 AS 1304 welded wire reinforcing fabric for concrete

 AS 1342 precast concrete drainage pipes

 AS 1379 the specification and manufacture of concrete

 AS 1597 precast reinforced boxed culverts

 AS 3725 loads on buried concrete pipes

 AS 2566 plastics pipe laying design

 AS 3500 plumbing and drainage

 AS 3600 concrete structures

 AS 3610 formwork for concrete.

 AS 3972 Portland and blended cements

 AS 3996 access cover and grates

 AS 4058 precast concrete pipes (pressure and non-pressure)

 Australian Rainfall and Runoff, 1987

 Storm Drainage Design in Small Urban Catchments: ARRB Special Report No. 34, Argue, 1986

 Hydraulics of Pre-cast Concrete Conduits, Concrete Pipe Association of Australia (1983)

 Australian Runoff Quality: A Guide to Water Sensitive Urban Design: Engineers Australia (2006).

2.3 DESIGN DATUMS

 Height datum = m AHD

 coordinate system = local coordinate system (to be confirmed by the client).

2.4 SERVICES Existing services at the site will be identified by the following means:

 Dial Before You Dig search

 liaison with client

 liaison with service authorities

 liaison with services consultant and project team. The site has a number of existing services located within; these will be identified by a combination of utilising the engineering survey, existing design documentation and site inspections.

AES601-001-TD-OT-DBR-0001 Rev. A 2-2 4 March 2016 2.5 EARTHWORKS AND SITE LEVELS In the preliminary site investigations, uncontrolled fill was encountered at depths ranging up to 2.5 m below existing ground level (refer to Golder Associates geotechnical report, reference: 1536902-003-R-Rev0). The report recommends deep foundations for structure. Excavated uncontrolled fill can be re-used as engineered fill (depending on environmental contamination assessment and reactivity of the soil). This will need to be considered during pavement design. In addition:

 Pavement areas should be boxed out to the design subgrade, impact rolled to compact the top 300 mm, mindful of existing services

 imported fill volumes to be minimised with the development designed to be balanced cut to fill (where possible)

 level of supervision for the building pads and for any bulk filling across the site should be under AS 3798, Level 1 supervision by the project Geotechnical Inspection and Testing Authority (GITA)

 all fill batters to be 1:4 and cut batters 1:3 unless noted otherwise

 pavement levels will be designed to generally grade away from buildings, with minimum grade adopted of 1.5% due to the reactive nature of the site and the presence of non-engineered fill (this will minimise the potential for water pooling during a rain event).

2.6 PRELIMINARY STORMWATER ANALYSIS Preliminary stormwater management calculations have been prepared for the proposed development using a conventional rational method approach and adopting the 1 in 100 year ARI peak storm to determine the total runoff of stormwater from the site. The calculations are preliminary in nature and further design and analysis will be necessary to determine the exact location and sizes of the pits and pipes in the network. The peak stormwater flows calculated for both the existing and the proposed site are presented in Table 1.1.

Table 1.1 Peak stormwater flows 1:100 year ARI Stage of development Impervious area (m2) Pervious area (m2) Flow (L/s)

Pre-development 4,500 2,830 134 Post-development 6,170 1,160 175

The preliminary analysis shows that there will be an increase in the total peak flow for the proposed development when compared to the existing site. Approximately 50m3 of detention storage will be required to limit post-development flows to pre-development flows.

AES601-001-TD-OT-DBR-0001 Rev. A 2-3 4 March 2016 2.7 SITE FLOODING HISTORY Through liaison with Adelaide City Council, KBR understands that the Reid Building basement flooded to a height of approximately 2.1 m on either 21 September 2009 or 22 September 2009 and to a lesser extent on 6 April 2010. As per our recent meeting with Taylor Cullity Lethlean (TCL), we understand that as part of the Frome Road Parkland project, a channel on the western boundary of the Reid building site has been constructed to divert stormwater flows from upstream catchments, past the Reid building site to discharge to First Creek. Adelaide City Council have provided consultants reports which outline recommendations for the swale upgrade, and indicate that the swale may have capacity for the major stormwater event. Should the as-constructed works meet this intent, the risk of flooding of the Reid Building basement during the 100 year ARI stormwater event appears to have been considered. KBR recommends that:

 The calculated 100 year ARI flood level for the swale be obtained for record and for comparison with constructed levels

 the potential for stormwater flows to by-pass the swale to the east of the site should be further investigated

 recent changes to upstream catchments (and impact on design flows) should be considered, in conjunction with Adelaide City Council

 as-constructed survey be obtained to verify works have been completed as intended.

2.8 STORMWATER DESIGN RECOMMENDATIONS The internal site stormwater network will collect and direct stormwater from the entire site via an oil and sediment interceptor and into a detention storage facility, prior to discharging into the Frome Road drainage network. The on-site stormwater detention storage requirement is calculated as 50m3, to limit post development flows to pre- development flows. The underground pipe network will be sized for a 20 year Average Recurrence Interval (ARI), to match the standard adopted in Adelaide City Council. For the major storm (100 year ARI event), site stormwater will flow overland away from the buildings with minor pooling around the grated inlet pits located in sag points for a short duration. The connection from the detention storage to Frome Road drainage infrastructure will be a piped drain sized for a 100 year ARI and the oil and sediment interceptor will be an inline type with bypass overflow for a 100 year ARI event. Stormwater runoff from roof areas, where practical, will be collected in rainwater tanks. This could be adopted for reuse via toilet flushing. The remainder of roof areas not connected to the rainwater tank and also overflow from the rainwater tank for large storm events, will be discharged into the underground pipe network, which then transfer into a detention storage via a sediment and oil interceptor treatment device.

AES601-001-TD-OT-DBR-0001 Rev. A 2-4 4 March 2016 Key elements of the design will be:

 The design will maximise the integration of the existing stormwater discharge paths with the redevelopment of the site

 ACC have advised the planned discharge point from the CBD School site to be at the north-west corner of the site, via the ‘special discharge pit’ as detailed on council plans. This was considered to be preferred rather than discharging into First Creek via the swale to the east of the site.

 detention storage will be utilised such that 100 year ARI event post-development flows are limited to pre-development flows

 all junction boxes, grated pits and inspection openings will be Class D

 IFD data for Adelaide

 minimum pipe slope of 0.5%

 stormwater drainage pipes shall be Reinforced Concrete Pipes (RCP) and shall be class 2 in all situations unless shown otherwise on the drawings

 minimum pipe size downstream of a grated inlet = 300 mm dia.

 underground drainage network: ‐ design average recurrence interval (ARI) = 20 years

 overland flow drainage ‐ design ARI = 100 years During the construction phase, sediment runoff from site will be managed in accordance with EPA Stormwater Pollution Prevention - Code of Practice for the Building and Construction Industry. This will be particularly important to manage stormwater runoff adjacent the existing facility.

2.9 BASEMENT DRAINAGE The proposed facility includes a new basement level access area, with loading dock and a few car parks. With the exception of the access/egress ramp this is an undercover area and not subject to external rain fall. Rain collected from the ramp and any groundwater that enters through the basement retaining wall will be collected and treated via an oil and sediment interceptor, and discharged to the council drainage network.

2.10 STORMWATER QUALITY RECOMMENDATIONS The following stormwater drainage design criteria will be adopted for the redeveloped site:

 Engineering best practice to the adopted

 Reduction of Total Suspended Solids (TDS) = 80%

 Reduction of Total Phosphorous = 45%

 Reduction of Total Nitrogen = 45%

AES601-001-TD-OT-DBR-0001 Rev. A 2-5 4 March 2016  a sediment and oil interceptor will be installed downstream of all paved areas prior to the detention basin to capture oil runoff.

2.11 OH&S CONSIDERATIONS Large stormwater pits may be classified as a confined space under Occupational Health & Welfare Regulations 1995.

2.12 ENVIRONMENTAL CONSIDERATIONS An environmental investigation and report has been conducted (refer to Golder Associates geotechnical report, reference: 1536902-002-R-Rev0).With respect to existing vegetation and significant trees, the stormwater trenching alignment will be selected to minimise the impact on root zones, in particular those to the north of the existing building.

AES601-001-TD-OT-DBR-0001 Rev. A 2-6 4 March 2016 Appendix A

FROME ROAD INFORMATION

AES601-001-TD-OT-DBR-0001 04 March 2016

Appendix B

CALCULATIONS

AES601-001-TD-OT-DBR-0001 04 March 2016 KBR CALCULATION SHEET

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,!:73 L I- g:n .- ^C, . . ADELAIDE Offices also in W W W tonkin comau TONKIN CONSULTING MT GAMBIER . ABN 99 630 962 951 BERRl ACN 007 860 586 DARWIN CONSuui"c Level 2, 66 Rundle Street KentTown SA 5067 T +61 8 8273 3100 F +61 88273 3110 adelaide@tonkin. comau

2009/3/5LA210WS/DWS

29 October 2009

Adelaide City Council GPO Box2252 Adelaide SA 5001

Attention: Bob Russell

TIL Capital Projects

Dear Bob

BOTANIC GARDENSWESTERN ENTRANCE, FROME ROAD FLOOD MITIGATION ADVICE

A rainfall event on 21 September resulted in flood flows overtopping the main lake and spilling through the construction site forthe western entrance to the Adelaide Botanic Gardens. The flood flows breached any temporary earthworks that may have been in place at that time and spiltinto the basement level of the University of South Australia's Reid Building, resulting in significant flood damages.

Subsequent to this event, Adelaide City Council has requested this review to explore options to provide a

higher level of flood protection to the buildings adjacentto the overflow path, focusing primarily on the above construction site. This letter summaries the key findings and recommendations of this review.

Investigations

In the course of this review we have taken the opportunity to obtain information now available in relation to the proposed works at this site and adjacent works in the Adelaide Botanical Gardens. Hydrological modelling of the catchment and estimating design flows forevents greater than the 100 yearARlfiood has been completed.

Our investigation has shown that there are practical options to provide a higher level of food protection, primarily by modify the earthworks formation, thereby increasing the capacity of the swale. The design options below presentthe type of modifications that can be employed and their associated benefits. A site plan of the Western Entrance Site to the Botanic Gardens (Figure I enclosed) provides a descrlption of the critical components descrlbed in the options outlined below.

ACEA^. ,.~,~,~~~.~~~.~ MB, BER . CONSULTING

Design Options

Option I - Raise Western Bank to match top of bridge and existing path levels

. Keep current swale shape and invert levels

. Ensure 0.6m clear distance is provided between the swale invert and underside of both bridges

. Raise western bank so it grades evenly between the downstream site boundary leveland the top of bridge levels (refer Figure I) . Contains the 200 yearARl flow

Option 2 - 3m wide swale basewidth and raise bankto match top of bridges

. Broaden swale to 3m base width and maintain design invert . Ensure 06m clear distance is provided between the swale invert and underside of both brldges

. Raise western bank so it grades evenly between the downstream site boundary level and the top of badge levels (refer Figure I) . Contains the 200 yearARl flow

Option 3 Raise Lower Bridge and bank and widen swale adjacentto bridges

. Keep current swale invert and shape, except broaden the swale to 3m base width from the Lower Bridge to the upstream site boundary

. Ensure 0.7m clear distance is provided between the swale invert and underside of Lower Bridge

. Ensure 06m cleardistance is provided between the swale invert and underside of Upper Bridge

. Raise western bank so it grades evenly between the downstream site boundary level and the top of brldge levels (TB 30.4m at Lower Brldge in Figure I) . Contains the 200 yearARl flow

Option 4 - Regrade and widen swale and drop levelofthe Upper Bridge

. Grade swale at 0.25% slope and match invert at the downstream boundary (swale invert 0.2m lower than the other options at the upstream boundary)

. Widen swale base to 3m adjacentto Upper Badge

. Ensure 0.7m clear distance is provided between the swale invert and underside of the Upper Bridge (NB top of bank TB 30.4m for Upper Bridge in Figure I ie 0.1m lower)

. Lower Bridge to have the same top level as Bridge 2

. Raise western bank so it grades evenly between the downstream site boundary level and the top of bridge levels . Contains the 200 yearARl flow . CONSULTING

Option 5 - Raise both bridges by Onin

. Keep current swale shape and invert

. Ensure 07m clear distance is provided between the swale invert and underside of both bridges

. Raise western bank so it grades evenly between the downstream site boundary level and the top of bridge levels tie top of bank levels 0.1m higher than those quoted on Figure I) . Contains the 500 yearARl flow

Option 6 - Upgrade Lake Inlet

. Upgrade the Botanic Gardens Main Lake inlet so it match the capacity of the underground ouffall

. Reduces the flows in the overflow swale by jin3/s

. Allows Options 2 and 4 to contain the 500 yrARl event

. This option is not proposed to provide significantimprovementto flood protection (although some improvement will be achieved) but will reduce the frequency of flow through the swale, which are expected to occur alleast once peryear

Other Issues

A number of other issues have been identified

There is potential for flood flows to spillthrough the timber slatted fence into the Royal Adelaide Hospital IAdelaide University Medical School site from the Botanic Gardens area upstream of the western entrance works.

The recent works undertaken within the Botanic Gardens will increase the flows through the site, including the frequency of flows spilling down the swale from the Main Lake.

The existing Botanic Creek culverts at road crossings through the East Parklands (Botanic Road, Rundle Road and Bartels Road) have a resincted capacity and have a mitigating effectin reducing the peak flow rates downstream through the Botanic Gardens. Our advice assumes that these resinctions will remain in place in the long term. . CONSULTING

Recommendations

A range of options have been provided to a conceptual level of detail to achieve the overall objective of this investigation. Further design work will be required to determine the practicality of matching into the landscaping for each option compared to the level of flood protection provided.

If you have any queries regarding the details contained in this report please contact David Seeliger orthe undersigned on 82733100.

Yours faithfully TONKIN CONSULTING L I^. ^

D JACOBI, MIEAust Chartered Professional Engineer

Enc Figure I - Site Plan . CONSUui"G

Raise top ofswale bank to match C3 adjacent natural(EL 29.85m)

I^ Downstream Boundary . arc erki"hl. ra"Is: 2,343m Swale invert 29.0m

A -\ \ '~'""""""""""'"'; *, ^. '~age _ mar 'ay,;TB29.85m; """"""" ,..'. 4, :^I I TreeProtecuon^'enc{ ^, " I *~ e oExjsnNGFE"CE..,,;:;^.,,, e, 4:5'. ) ./,-,/ I TopoFsw, !.,\:::::::: LE ,,_,_,, f' ; RETAIN EXISTING FEl, CE am"'xi!*"It ^', 1, "' I :;,;t^,, j-!^ It!';' ''o900 302 . ^ ' ,,.,3000f!"" " "~ ' "~"'~'~'~'~'~" ' ...... I...... :;^f^..... "'^;"" Swalelnvert * ? %, TB30...... romp ^ "$:;-I slope0.38% .be

aaz - ".\fill'^, I $, I, , r I^ RErAINExlSnNGFENCE '!:, Raise Western or \ ';;^\ \,,,. ,, \ TopsOl^g';"";BOTANIC PARK Swale Bank 6.0 05 \.:. \ * . ., 20 A' pdin, ;^^Sri "":5'~' ~~~ ,0,",\ ,,,I 3.00. t -. ." ^ ,^b, d. LowerBridge ,*"~;i^'^;. P. thin 29 : ;,, '4000~~.,+_,,., j;+;'..-.., -~ 13 _ 29of. .. ITB30.30m'{^. \' ' .*'0"~\ . , a. ^,",,,' ^, ~ '3 ,_ .;-j;~"',./. .,..,,,,., .S. ., hgs. , ,."\,,,-,,*^*\."":,,, I^* .,..*,\, UpperBridg^,. "^ ,,,,,,,,,, -,,:-?;' _f, ,. T, """ .,"vi',"'"',"' *;0' \ * UpstreamBOUnda '3''' ~';,"^^.s. "a", s.\ .', ,on 0- .*,, , .Q psreamounary , ' Swaleinvert29.6m 'fob *...,. ,,, goo ,,,,,,,,,, """'.;.. 0' ,, I *9 userorit" I^'' ;TB30.50m,o. , 01; ""'"'"~'Y~17 --...... :^^SL. ,^"., '^. 1.6 I "";*;!;,""'Ik. ,' ...... *, , '"; 19 ' ,,,' 21\ *a- Potential to spill through fence into RAH and University of Adelaide

Figure I - Site Plan, Western Botanical Gardens Entrance ,, 1h April 2010 WALLBRIDGE & GILBERT Consulting Engineers Job N0: 090849 60 Wyatt Stieet Adelaide. South Australia 5000 Phone (08) 8223 7433 Fats^mite (08) 8232 0967 University of South Australia adelaide@wgeng. coin Facilities Management WWW. wallbridgeandgilbertcom. au GPO Box 2471 Adelaide SOUTH AUSTRALIA 5001

Attention: Mr Patrick Burley

Dear Sir

REin Bu, Ln, "G, CITY AsT UNIVERSITY SA BASEMENT FLOOD, "G

Wallbridge and Gilbert Consulting Engineers have been engaged by the University of South Australia to investigate and provide solutions to flooding that has occurred recently to the Reid Building on Frome Road, Adelaide.

BACKGROUND

On 22 September 2009 the basement level of this building was inundated to approximately 2.1m depth. This event caused loss of life to research animals and loss of expensive research equipment. It was observed that a majority of stormwaterflows containing suspened soils entered the site from the east. The adjacentland to the east was and is currently being developed into parkland by The City of Adelaide (ACC). The site was a former sealed carpark. The site being developed has catered for a large earth trapezoidal channel which will divert substanialflows to First Creek from an upstream catchment. The western portion of the site grades towards the Reid Building site

Further still on 6 April 2010 a rain event occurred which calculated to a 2yr ARI. This rain caused similar problems but on a lower scale. It was evident again from video footage that sheet flow was emanating from the adjacent parkland development.

DISCUSSION

Following consent by the City of Adelaide, Wallbridge and Gilbert has been able to meet with Tonkin Engineering. Tonkin Engineering provided stormwater drainage design services to the parkland project as a sub consultant to Taylor Cullity Lethlean (TCL). This meeting occurred on 14 April at the offices of Tonkin Engineering. Tonkin's advise they were engaged to design the swale through the site and the outfall structure. The swale requirements were to meetthe 500 year Average Recurrence Interval(ARI) which relates to a flow rate of 7m3/sec. The corresponding flow rate forthe 100year ARIis approximately 4m3/sec. The swale flows of 6 Aprillooked to be well contained in the swale for an event of this return period. The western portion of the site has no stormwater mitigation strategy designed as told by Tonkin Engineering. TCL were also contacted and provided a similar response. This area whilst will be planted, thus pervious will contribute approximately 50% of the stormwaterflows and 100% of silVbark/topsoil to the basement if no change is made

In general, Councilrequirements generally that stormwaterflow need to be controlled on the site and either detained. retained or connected to a Council stormwater system, roadway or waterway. Based upon my discussions and investigations it appears that this is not occurring. An earth bund along the western side of the development could easily be introduced

0908491tOOl. doc

ADN 90 743 056 456 ACN 052 528 926 W3C En"rice, s Ply Lid Iruding asW"libndge a Gill, ert . RECOMMENDATIONS

Based upon my discussions and investigations, Walbridge and GIIbert recommend that the following actions by The City of Adelaide need to occurforthe basement level to be unaffected in up to a 100yrrain event

Construction of an earth bund or similar to a height of approximately 500mm to hold back stormwater on the western boundary. IdealIy an outlet to the north western orner of their site enabling diversion to First Creek or connection to an underground pipe system also or enable an overland flow path to Botanic Park Improve the contractor's soil erosion and drainage management to prevent stormwaterflows and silt being washed into the basement pump system. ACC to confirm by as constructed survey to esnure the swale constructed meets the design and confirm design flows and the contributing catchment are correct

Should you have any queries or require further information please contact Simon Abboud of our office

Yours faithfully ,// Simon Abboud For WALLBRIDGE & GILBERT

SA:cmk

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Appendix C

CONCEPT PLAN

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"Z .. ^ us "., -^ ," @ UrnNRK.VPNLY ,.e .~^ ^ POSITION S NATURE TITLE F1 REV D SCRPTiON ARCHITECT "- DRAFTING o1,099 Brown& RootP*yL*d CBD SCHOOLS a< CHECK ORIGWATE/ DESIGN H 2000 0 2000 Leo@ 600,8000nm CIVIL a INDEPENDENT Kenogg Br, un , Root Ply Lid a CHECK " ABN 91 @07 660 317 " TECHNICAL I 200 FULL SIZE A1 SITE LAYOUT -?gal, 11NAty 5i~cor\v. I^'leg CONSIDERAto. Is . APROVAL , DRAW"G SCALE ORIG SIZE DRAWING"O REVISION , PROJECT aL ^ APPROVAL I: 200 CLIENT ^ A1 AES601 a DRAFTER Author " APPROVAL =^ a 9 10 o a DAC SUBMISSION

7.6 WIND IMPACT STATEMENT

New CBD School | DAC Submission | 2016

ADELAIDE CBD SCHOOL ADELAIDE

ENVIRONMENTAL WIND ASSESSMENT

by M. Eaddy and W. H. Melbourne

Consultants Report: D58/16

CONTENTS

1. Introduction ...... 3

2. Assessment Criteria ...... 5

3. Wind Environment and Exposure ...... 6

4. Wind Assessment ...... 7

4.1 North Face ...... 7

4.2 East Face ...... 7

4.3 South Face ...... 8

4.4 West Face (Frome Road) ...... 8

5. Conclusions ...... 9

1. INTRODUCTION

The proposed Adelaide CBD School will be a 7 level development consisting of two buildings connected by a full height atrium. The north building is an existing building and will be re-furbished during the development. The development is located to the northeast of the Adelaide CBD adjacent to the University of South Australia campus. Figure 1 shows the location of the development.

Figure 1: Location of the proposed Adelaide CBD School development

The area surrounding the development is landscaped parklands, including significant tall trees, with the buildings of the University of South Australia to the south to south-west.

This assessment is based on a review of drawings prepared by Cox Architecture received up to the 6th June, 2016.

This assessment is based on MEL Consultants knowledge of wind flow around buildings and structures from undertaking numerous wind tunnel model and full scale studies. A specific wind tunnel study has not been undertaken for the Adelaide CBD School Development to support the conclusions of this assessment.

2. ASSESSMENT CRITERIA

This desktop assessment of the environmental wind conditions will be based on the following criteria:

In main public access-ways wind conditions are considered

(a) unacceptable if the peak gust speed during the hourly mean with a probability of exceedence of 0.1% in any 22.5o wind direction sector exceeds 23ms-1 (the gust wind speed at which people begin to get blown over);

(b) generally acceptable for walking in urban and suburban areas if the peak gust speed during the hourly mean with a probability of exceedence of 0.1% in any 22.5o wind direction sector does not exceed 16 ms-1 (which results in half the wind pressure of a 23 ms-1 gust).

For more recreational activities wind conditions are considered

(c) generally acceptable for stationary short exposure activities (window shopping, standing or sitting in plazas) if the peak gust speed during the hourly mean with a probability of exceedence of 0.1% in any 22.5o wind direction sector does not exceed 13 ms-1;

(d) generally acceptable for stationary long exposure activities (outdoor restaurants, theatres) if the peak gust speed during the hourly mean with a probability of exceedence of 0.1% in any 22.5o wind direction sector does not exceed 10 ms-1.

The probability of exceedence of 0.1% relates approximately to the annual maximum mean wind speed occurrence for each wind direction sector.

3. WIND ENVIRONMENT AND EXPOSURE

The strongest and most frequent winds in the Adelaide Region come from the southwest, west-southwest, and west wind directions, with secondary strong winds coming from the west-northwest, through northwest, to north; east and south sector winds are relatively light and infrequent.

The proposed development would benefit from the shielding provided by the buildings of the University of South Australia and the Adelaide CBD for the south-southeast to west- southwest wind directions. For the remaining wind directions, the approach wind flow would be over the parklands with significant trees and the far field for these wind directions would be over typical suburban low-rise buildings. The development at 7 levels high, based on the above approach features, would be expected to have reasonable shielding for at least half the building height.

4. WIND ASSESSMENT

4.1 North Face

The north face of the development would be north face of the existing building on the site and the changes to the building will be on the south side. Therefore, the wind conditions at pedestrian level below the north face would be expected to be unchanged from the existing wind conditions. The existing wind conditions would be expected to achieve the criterion for walking comfort at the building corners and be within the criterion for walking comfort in the middle of the north face.

4.2 East Face

The upper levels of the east face would have direct exposure to the relatively light and infrequent wind directions over the large trees of the parklands. The east of the development would be expected to induce little significant additional wind flow towards lower levels and the wind conditions below the face would be expected to be within the criterion for walking comfort.

The roof of the gymnasium will be an outdoor terrace accessed via an operable facade from the science and food tech rooms and swing doors from the linkway in the building. The area of the terrace adjacent to the building may experience local wind speed increases as wind flow accelerates around the corners of the building. The design has included an open louvered canopy over this area which would not provide any wind mitigation for building downwash. Therefore, wind conditions on terrace would be expected to be within the criterion for walking comfort.

4.3 South Face

The south face of the building varies in height from 2 levels for the gymnasium to 6 levels for the south building. The downwash of additional wind flow occurs for wind directions normal and near normal, which would approach the south face of the development over the buildings of the University of South Australia and the Adelaide CBD. These buildings would be expected to disturb and reduce the speed of the approaching wind flow, reducing the amount of downwash induced towards pedestrian level by the south face. Therefore, the wind conditions below the south face would be expected to be within the criterion for walking comfort.

4.4 West Face (Frome Road)

The west face of the development would be the main entrance to the building and the exposure to the strong and prevailing wind directions would be over the University of South Australia building and the large street trees along Frome Road. The shielding provided by these upstream features would be expected to extend to about half the building height, which would assist with reducing the amount of downwash induced towards pedestrian level. Therefore, the wind conditions along the west face and outside the main entrance would be expected to be within the criterion for walking comfort.

The main entrance from Frome Road and the east entrance into the atrium are shown as airlocks. The drawings indicate that the separation between the doors is 4m, which would be expected to cause both sets of airlock doors to simultaneously open whenever an individual pedestrian walks through the entrance, and hence would be ineffective as an air lock with even low levels of pedestrian traffic. The theory of an effective airlock is that the separation between the door sets should be sufficiently long enough to allow only one door to be open at any time. The concern with the insufficient length of the airlocks would be the potential for adverse wind conditions around the entrance doors as wind flows into the building, driven by the pressure difference between the windward face of the building and the negative internal pressure of the building. If the east airlock was also defeated at the same time as the main entrance airlock, then the atrium could be windy due to the cross flow across the building. The atrium has connections to other parts of the building with 9 operable facades, e.g. science and food tech spaces, so the wind flow entering via a defeated airlock could affect these areas as it flows towards the openings in the facades. For low pedestrian traffic an air lock with door separation of 10m may be sufficient, but for a main building entrance with considerably higher pedestrian traffic it would expected that any air lock door arrangement would not be effective. The only option to maintain an effective seal between the external and internal spaces would be by installing a revolving door. We understand that a revolving door may not be a desired solution but airlocks as proposed in these situations would be expected to be ineffective.

5. CONCLUSIONS

We have reviewed the drawings for the proposed Adelaide CBD School Development received up to the 6th June, 2016, and commented with respect to the environmental wind conditions. The development would be a 7 level building that would have reasonable shielding from the surrounding buildings of the University of South Australia and the Adelaide CBD and large trees of the surrounding parklands. For these reasons the wind conditions in the public streetscapes surrounding the development have been assessed as expected to achieve the criterion for walking comfort for all wind directions.

We have also provided comments with respect to the wind conditions on the roof terrace and at the entrances into the atrium from the east and west sides of the building.

M. Eaddy 25 June 2016

DAC SUBMISSION

7.7 ACOUSTIC REPORT - NOISE IMPACT STATEMENT

New CBD School | DAC Submission | 2016 New CBD School Cox Architecture 22-Aug-2016 Doc No. 60492284-A16H01RP-0

New CBD School

Acoustic Report - DAC Issue

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New CBD School Acoustic Report - DAC Issue

Client: Cox Architecture

ABN: 78 426 372 646

Prepared by

AECOM Australia Pty Ltd Level 28, 91 King William Street, Adelaide SA 5000, Australia T +61 8 7223 5400 F +61 8 7223 5499 www.aecom.com ABN 20 093 846 925

22-Aug-2016

Job No.: 60492284

AECOM in Australia and New Zealand is certified to the latest version of ISO9001, ISO14001, AS/NZS4801 and OHSAS18001.

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Quality Information

Document New CBD School

Ref 60492284

Date 22-Aug-2016

Prepared by Simon Moore

Reviewed by Adam Cook

Revision History

Authorised Revision Revision Details Date Name/Position Signature

0 22-Aug-2016 DAC Issue Simon Moore Principal Engineer - Acoustics

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Table of Contents Glossary i 1.0 Introduction 1 2.0 Acoustic Design Criteria 2 2.1 Adelaide City Council Principles of Development Control 2 2.2 Internal Noise Criteria 2 2.3 Environmental Noise Criteria 3 3.0 Assessment 5 3.1 Traffic Noise Measurements 5 3.2 Façade Construction 5 3.3 Environmental Noise Assessment 6 4.0 Conclusion 8

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Glossary

Term Description

A-weighted Frequency filter applied to measured noise levels to represent how humans hear sounds. The decibel (dB) is a logarithmic unit of measurement that is commonly used to express dB sound pressure level (re 20 µPa). dB(A) Unit for A-weighted overall sound pressure level. The human ear responds to sound in the frequency range of 20 Hertz to 20,000 Hz. A Frequency (Hz) combination of sound pressure and frequency determine perceived loudness. Noise level exceeded for 10% of the measurement period. This represents the upper L10 intrusive noise level and is often used to represent traffic / music noise ingress. Noise level exceeded for 90% of the measurement period. This represents the background L90 noise level excluding nearby sources. The L90 level is commonly referred to as the background noise level. Energy averaged noise level over the measurement period. This measure is commonly Leq used when comparing the criterion noise level under the environmental noise regulations and for comparison with relevant standards for air conditioning noise. Weighted Sound Reduction Index. Laboratory test measurement procedure that provides a single number indication of the acoustic performance of a partition or single building RW element. Calculation procedures for RW are defined in AS/NZS ISO 717.1:2004. The higher the RW, the greater the noise isolation between enclosed spaces.

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1.0 Introduction AECOM has been engaged by Cox Architecture Pty Ltd to provide acoustic advice for the New CBD School development. The project involves the refurbishment of the existing UniSA Reid Building as the North Building and the construction of a new adjacent South Building. These two buildings will be linked by a central atrium with link ways on higher floors. In addition to open plan learning areas and classrooms the development also includes a performing arts space, gallery space, a gymnasium which will also be used as a multipurpose hall and the active atrium which will also be used as a teaching space. This report: - collates the acoustic design criteria for external noise ingress and environmental noise emissions - recommends appropriate building envelope constructions to control noise ingress - comments on environmental noise emission levels from mechanical services.

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2.0 Acoustic Design Criteria

2.1 Adelaide City Council Principles of Development Control Sections of the Adelaide City Council Development Plan relevant to noise and the proposed development are provided below. Principle 94 Mechanical plant or equipment (including condensers), should be designed, sited and screened to minimise noise impact on adjacent premises or properties. The noise level associated with the combined operation of plant and equipment such as air conditioning, ventilation and refrigeration systems when assessed at the nearest existing or envisaged noise sensitive location in or adjacent to the site should not exceed: (a) 55 dB(A) during daytime (7.00am to 10.00pm) and 45 dB(A) during night time (10.00pm to 7.00am) when measured and adjusted in accordance with the relevant environmental noise legislation except where it can be demonstrated that a high background noise exists. (b) 50 dB(A) during daytime (7.00am to 10.00pm) and 40 dB(A) during night time (10.00pm to 7.00am) in or adjacent to a Residential Zone, the North Adelaide Historic (Conservation) Zone or the Park Lands Zone when measured and adjusted in accordance with the relevant environmental noise legislation except where it can be demonstrated that a high background noise exists. Principle 96 Noise sensitive development should incorporate adequate noise attenuation measures into their design and construction to provide occupants with reasonable amenity when exposed to noise sources such as major transport corridors (road, rail, tram and aircraft), commercial centres, entertainment premises and the like, and from activities and land uses contemplated in the relevant Zone and Policy Area provisions.

2.2 Internal Noise Criteria The design internal noise level criteria are presented in Table 1. It is noted that the presented criteria are for the rooms in the unoccupied state; that is it does not account for noise generated by equipment within the rooms. These criteria are therefore used to assess noise from mechanical plant such as air conditioning and ventilation equipment, and noise ingress from steady state external sources such as traffic.

Table 1 Internal noise level and reverberation criteria

Type of occupancy / activity Recommended Internal Noise Levels, dB(A)Leq Art/craft studios 40 Atrium 40–45 Audio-visual areas 35 Computer rooms— Teaching 40 Laboratories 45 Conference rooms 35–40 Corridors and lobbies 45–50 Duplicating rooms/stores 45–50 Interview/counselling rooms 40–45 Laboratories— Teaching 35 Working 40 Libraries— General areas 40 Reading areas 40 Stack areas 45 Medical rooms (First Aid) 40–45 Office areas 40–45

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Type of occupancy / activity Recommended Internal Noise Levels, dB(A)Leq Open plan teaching areas 40 Professional and administrative offices 35–40 Teaching spaces—Secondary schools 35 Teaching spaces—Hearing impaired 30 Staff common rooms 40–45 Toilet/change/showers 45–55

2.3 Environmental Noise Criteria The Environment Protection Authority (EPA) provides noise goals for noise sources in order to satisfy the General Environmental Duty as defined under Section 25 of the South Australian Environment Protection Act 1993. Noise goals are set in accordance with the Environment Protection (Noise) Policy 2007 (Noise EPP) and are determined based on the land uses principally promoted by the relevant Development Plan. The nearest noise sensitive receivers to the site are institutional buildings within The University of Adelaide’s North Terrace Campus and Medical School. These are located to the West and South of the New CBD School site. Under the Noise EPP, the noise criteria for the New CBD School are:

- 52 dB(A) LAeq,15min at the nearest noise sensitive receivers, from 7am to 10pm

- 45 dB(A) LAeq,15min at the nearest noise sensitive receivers, from 10pm to 7am As the CBD school will operate during daytime hours, we have assessed environmental noise against the daytime criterion.

Figure 1 Site location

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Under the Noise EPP, the measured source noise level must be adjusted by the following amounts if the noise source contains modulation, tonal, impulsive, or low-frequency characteristics that are distinguishable above the background noise level (an adjustment is unlikely due to the presence of traffic noise from Frome Road): - +5 dB(A) if the noise source contains 1 characteristics - +8 dB(A) if the noise source contains 2 characteristics - +10 dB(A) if the noise source contains 3 or 4 characteristics.

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3.0 Assessment

3.1 Traffic Noise Measurements A 15-minute attended noise measurement was taken at Frome Park, 9 metres from Frome Road at 9.40 am on Wednesday 30 March 2016. The noise level was taken within school hours at a time when the traffic noise levels in the area were relatively high. This measurement was used to calibrate the road traffic noise model, shown in Table 2.

Table 2 Sound pressure level recorded at Frome Park adjacent to the Reid Building on Wednesday 30 March 2016.

Sound Prssure Level – dB(A) at Octave Band Centre Frequency (Hz) Overall Descriptoin 63 125 250 500 1k 2k 4k dB(A) Attended measurement 43 50 50 53 58 57 53 62 LAeq, 15min

3.2 Façade Construction The design criteria for road traffic noise ingress are provided in Table 3. The design criteria allows for an equal contribution of road traffic noise and mechanical plant noise within the space, and assumes the most stringent criteria of 35 dB(A) for teaching spaces as outlined in Table 1.

Table 3 Design targets for road traffic noise ingress

Internal noise ingress from road traffic noise, Space dB(A)Leq North and South Building, Teaching Spaces(1) 32 Atrium 37 Notes: 1) Where teaching spaces are required for hearing impaired students these spaces should be located away from Frome Road to reduce the noise contribution from road traffic noise, as design criteria are 5 dB(A) lower. Road traffic noise levels were calculated using SoundPLAN v7.3 software. The noise model included: - Terrain elevation contours throughout the development area; - New CBD School proposed building floor plan and elevation; and - Frome Road traffic noise source which has been calibrated from the attended traffic noise measurement. A summary of the results of the road traffic noise modelling are presented in Table 4.

Table 4 Highest road traffic noise levels for each façade of the proposed New CBD School

Building / Space Facade Overall Sound Pressure Level, dB(A) North Building West Facade 63 North Building North Façade 57 South Building West Façade 62 South Building South Façade 59 Atrium West Façade 61

From the traffic noise modelling detailed above, the following RW + Ctr acoustic performance requirements for each façade glazing have been recommended in Table 5.

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Table 5 Recommended Rw + Ctr rating for the New CBD School development

Recommended Façade Example Glazing Construction Building / Space Facade Glazing, RW + Ctr North Building West Facade 37 6 mm glass / 16 mm cavity / 12 mm acoustic laminated glass North Building North Façade 32 6 mm glass / 12 mm cavity / 6.38 mm laminated glass South Building West Façade 37 6 mm glass / 16 mm cavity / 12 mm acoustic laminated glass South Building South Façade 32 6 mm glass / 12 mm cavity / 6.38 mm laminated glass Atrium (including West Façade 32 10.38mm laminated glass Gallery on Ground and Level 1) Atrium East Façade N/A As required for thermal performance

3.3 Environmental Noise Assessment The noise criteria derived by the Noise EPP are more stringent than that provided by the Adelaide City Council Development Plan, and as such have been used for this assessment. Environmental noise emission levels were calculated using SoundPLAN v7.4 software. The noise model included: - Terrain elevation contours throughout the development area; - New CBD School proposed building floor plan and elevation; - Mechanical chiller plant located on the roof top of the South building; and - Air handling unit plant room louvre areas for the north and south buildings. A summary of the results of the environmental noise emission modelling are presented in Table 6, and a noise contour plot at 1.5m above ground level is presented in Figure 2.

Table 6 Predicted environmental noise emission levels for the New CBD School

Overall Sound Pressure Level, Receiver Noise Criteria, Leq dB(A) Leq dB(A) The University of Adelaide, Medical 49 52 School The University of Adelaide, 49 52 Proteomics Building The Hanson Institute 47 52 The University of Adelaide, Mawson 41 52 and Molecular Life Sciences Buildings

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(when printed at at A4) printed (when CONCEPTUAL ONLY metres 40 ´ www.aecom.com 80 Noise contours - LA - Noise contours LEGEND 50 49 48 47 46 45 eq,15min 57 56 55 54 53 52 51 GIS User Community GIS User IGP, IGN, the Getmapping, Aerogrid, and USGS, DS, AEX, USDA, swisstopo, CNES/Airbus Geographics, Earthstar GeoEye, Esri, DigitalGlobe, Source: 64 63 62 61 60 59 58 70 69 68 67 66 65 Buildings Other buildings Other School High New CBD CREATED BY CREATED LAST MODIFIED LAST ID PROJECT assessment noise Environmental DAC-Issue School CBD New AC AC - 29 July 2016 July - 29 AC 60492284 Figure A4 size A4 2 AECOM New CBD School 8 New CBD School

4.0 Conclusion An environmental noise assessment has been undertaken for the New CBD School. The assessment has considered the following: - Noise ingress due to traffic on Frome Road - Noise emissions from rooftop mechanical services plant and louvres for air handling plant rooms on each floor. Appropriate glazing constructions have been recommended to control noise ingress to meet the requirements of AS/NZS 2107. It was also determined that no specific acoustic treatments are required to meet the environmental noise emission criteria at the nearest noise sensitive receivers to the site.

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7.8 SITE CONTAMINATION ASSESSMENT

New CBD School | DAC Submission | 2016

27 June 2016 Project No. 1536902-006-L-Rev0

Adam Hannon Cox Architecture Level 2, 80 Pirie Street ADELAIDE SA 5000

CONTAMINATION INVESTIGATION AT PROPOSED ADELAIDE CBD HIGH SCHOOL SITE, FROME RD

Dear Adam Background The Department of Planning, Transport and Infrastructure (DPTI) proposes to redevelop the site located at Lot 1 Frome Road, Adelaide, as the new Adelaide CBD High School. The site is currently occupied by the Reid building and occupied by the University of South Australia. The redevelopment will involve construction of a new five storey building, potentially with basement, adjacent to the Reid building. The Reid building will be refurbished and the outdoor space re-landscaped. A consortia led by Cox Architecture Pty Ltd (Cox) was engaged by DPTI to complete the design for the project. Golder Associates Pty Ltd (Golder) was engaged by Cox to undertake a Preliminary and Detailed Site Investigation (PSI and DSI – the investigation) for site contamination. The PSI and DSI were undertaken in general accordance with Schedules A and B of the NEPM (National Environment Protection (Assessment of Site Contamination) Measure 1999, as amended 2013). The results of the contamination investigation were documented in a factual report (reference 1536902-0020R-Rev0, dated January 2016). This letter presents a summary of our findings, conclusions and recommendations. Summary of findings The findings of our site contamination investigation are summarised as follows:  The key contamination issue is the presence of elevated concentrations of PAHs (polycyclic aromatic hydrocarbons) in fill. Concentrations exceed guidelines for a use such as a high school. These guidelines are “scientifically based, generic criteria designed to be used in the first stage of an assessment of potential risks to human health from chronic exposure to contaminants1”.  Risks posed to construction workers as a result of acute exposure (a short term contact, typically days in duration) from the PAHs is likely to be acceptable, particularly in the instance that typical and appropriate site health and safety practices are adopted.  Contamination of natural soil or groundwater has not been identified. PAHs in the fill are relatively immobile with limited leachability, which means they are unlikely to represent a risk to groundwater.

1 NEPM Schedule B1 Section 2.2

Golder Associates Pty Ltd 118 Franklin Street, Adelaide, South Australia 5000, Australia Tel: +61 8 8213 2100 Fax: +61 8 8213 2101 www.golder.com Golder Associates: Operations in Africa, Asia, Australasia, Europe, North America and South America A.B.N. 64 006 107 857 Golder, Golder Associates and the GA globe design are trademarks of Golder Associates Corporation.

Adam Hannon 1536902-006-L-Rev0 Cox Architecture 27 June 2016

 The PAH concentrations are associated with the presence of historic waste in the fill. This is not unexpected, nor uncommon. Similar fill was encountered on the adjacent site to the south and east and is regularly encountered in the riverbank precinct and the Adelaide central metro area during similar investigation work.  Removal of fill offsite as a result of construction excavation will likely attract a high disposal cost. Retention on site is therefore likely to be preferable. Recommendations Recommendations are as follows:  Given the likely high offsite disposal cost, fill should be retained and reused on site. The risks associated with doing this can be managed through preparation and implementation of a Contamination Remediation Management Plan (CRMP).  The CRMP should, amongst other things, provide a framework (or set of rules) for management of the fill under separation layers. These separation layers should include clean soil, excavation barriers, handstand or a combination of the three and should be incorporated into the proposed landscaping design. This approach is relatively common practice.  The approach to managing contaminated soil onsite beneath separation layers relies on preparation and on-going implementation of a Site Contamination Management Plan (SCMP). The SCMP is an operational phase document as opposed to the CRMP which is construction phase. The SCMP should be adopted by the site operator (the Department for Education and Child Development - DECD). Development consent With respect to a potential development consent and associated conditions that may relate to contamination, the following comments are made:  The proposed change in land use from a University to a high school is not considered to be a change to a more sensitive land use. According to the Development Act 1993, Planning SA, Advisory Notice (Planning), No. 20, assessment by an experienced environmental consultant should be acceptable, without the need to obtain a Site Contamination Audit Report (SCAR).  Based on the contamination status of the site and the low to moderate sensitivity use proposed, we are of the opinion that the process of preparation of a SCAR would likely result in the same outcome as the advice documented above and would be unlikely to provide additional value.  It is more than likely that Development Consent conditions will request preparation of a Remediation Management Plan (RMP) with demonstration that requirements of the RMP have been met via an Earthworks Completion Report written by a professional Environmental Consultant. This is in general accordance with the process proposed above. Important Information Your attention is drawn to the document – “Important Information”, which is included in this report. The statements presented in this document are intended to advise you of what your realistic expectations of this report should be. The document is not intended to reduce the level of responsibility accepted by Golder Associates, but rather to ensure that all parties who may rely on this report are aware of the responsibilities each assumes in so doing.

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Adam Hannon 1536902-006-L-Rev0 Cox Architecture 27 June 2016

Closing We trust this advice is satisfactory. If you have any queries, please do not hesitate to contact us.

GOLDER ASSOCIATES PTY LTD

Toby Carter Principal Consultant

TCSC:DG/JC/bf

CC: Stuart Bater, KBR Nathan Hawkes, DPTI

Attachments: Important Information (LEG04 RL2)

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GAP Form No. LEG 04 RL 2 DAC SUBMISSION

7.9 ARBORIST REPORT

New CBD School | DAC Submission | 2016

Preliminary Tree Assessment

Site: A1601 High School Concept

Date: Monday, 30 May 2016

ATS3607-CBDHighSchool

Contents

Contents ...... 1

Brief ...... 1

Documents and Information Provided ...... 1

Executive Summary ...... 1

Site Location ...... 2

Methodology ...... 3

Findings ...... 4

1. Tree Population ...... 4

2. Legislation ...... 4

3. Retention Rating ...... 4

4. Tree Protection ...... 5

Recommendation ...... 6

Glossary ...... 7

References ...... 7

Appendix A - Tree Assessment Methodology Appendix B - Tree Assessment Findings Appendix C - Mapping Appendix D - Tree Assessment Summary

Report Reference Number: ATS3607-CBDHighSchool

Report prepared for Taylor Cullity Lethlean

Author Gary Moran Consulting Arborist Arborman Tree Solutions Pty Ltd

Page 1 of 7

Brief Arborman Tree Solutions was engaged to undertake a Preliminary Tree Assessment at the site location known as A1601 High School Concept. The purpose of a Preliminary Tree Assessment is to evaluate trees’ suitability for retention through the identification of tree retention value.

In accordance with section 2.2 of the Australian Standard 4970-2009 Protection of trees on development sites (2.2) the following information is provided:

 Assessment of the general condition and structure of the subject trees.

 Identification of the regulated status of trees as defined in the Development Act 1993, the Native Vegetation Act 1991 and Local Development Plan and mark on the plan.

 The identification of trees which require or are suitable for retention or removal and mark these on the plan.

 Identify the Tree Protection Zone and Structural Root Zone for each tree and mark on the plan.

Documents and Information Provided The following information was provided for the preparation of this assessment

 Site Plan  Photos

Executive Summary Arborman Tree Solutions was asked to undertake a Preliminary Tree Assessment of 19 trees on the site. The purpose of this assessment is to identify trees suitable for retention within a future development through the use of a Tree Retention Rating system.

A total of 19 trees were assessed and three trees were identified as Regulated Trees under the Development Act 1993. A total of 15 trees have been identified as suitable for retention and four trees are recommended for removal.

This assessment recommends;

1. A Project Arborist should be appointed to assist in the design around trees warranting retention and communicated through a Development Impact Report.

2. Tree 9 achieves a Moderate Risk Rating and should be removed irrespective of any development proposal.

3. Written development approval from the relevant authority should be attained prior to removing any Regulated Trees.

Arborman Tree Solutions Pty Ltd – Professionals in Arboriculture Phone: (08) 8240 5555 23 Aberdeen Street ATS3607-CBDHIGHSCHOOL – MONDAY, 30 MAY 2016 Fax: (08) 8240 4525 Port Adelaide SA 5015 Email: [email protected] Page 2 of 7

Site Location Figure 1: Survey site location - A1601 High School Concept

Methodology A site inspection was undertaken on Friday, 20 May 2016. Trees included in this report were mapped using a Trimble Geo7X handheld and assigned a unique tree number. Individual tree findings were recorded using the Tree Assessment Form (TAF©). Tree Health Indicator (THI©), Tree Structure Assessment (TSA©) and Useful Life Expectancy (ULE), were assessed using the methodology described in Appendix A. Legislative Status was identified for all trees under the Development Act 1993.

Tree retention was determined by reviewing principles under the local development plan or relevant authority and applying these findings in the Tree Retention Rating (TRR©) method, as described within Appendix A. Tree Protection Zones were calculated using the Australian Standard AS4970-2009 (Section 3.2). Mapping was performed using GIS and CAD software.

Limitations: Tree management options such as pruning, soil amelioration, pathogen treatment are not part of this report; these should be considered in relation to any proposed development.

Findings Arborman Tree Solutions was engaged to undertake a Preliminary Tree Assessment of identified trees within the site known as CBD High School Concept.

1. Tree Population

A total of 19 trees were assessed which included a variety of exotic, indigenous and Australian native species. Table 1 Tree Population Botanic Name Common Name Number of Trees Origin Lagunaria patersonii Norfolk Island Hibiscus 2 Native Eucalyptus leucoxylon South Australian Blue Gum 1 Indigenous Gleditsia triacanthos Honey Locust 5 Exotic Betula pendula Silver Birch 1 Exotic Corymbia citriodora Lemon Scented Gum 1 Native Corymbia maculata Spotted Gum 4 Indigenous Pinus canariensis Canary Island Pine 4 Exotic Pinus halepensis Aleppo Pine 1 Exotic

Findings on individual tree health and condition is presented in Appendix B, Tree Assessment Findings.

2. Legislation

Of the trees assessed, three are Regulated Trees under the Development Act 1993. Regulated Trees should be preserved if they meet the criteria under the local development plan or are rare or endangered or listed as Significant Trees under the local development plan.

Table 2 Legislative Tree Status

Legislative Status Number of Trees Unregulated 14 Regulated 3 Exempt 2

3. Retention Rating

Trees that provide important environmental and/or aesthetic contribution to the area, are in good condition scored a High or Moderate retention value. Conservation of these trees is encouraged. Trees identified as not suitable for retention or attained a low retention value, displayed one or a number of the following attributes: a) provide limited environmental/aesthetic benefit, b) short lived species, c) represent a material risk to persons or property, d) identified as causing or threatening to cause substantial damage to a structure of value, e) have a limited Useful Life Expectancy, f) are young and easily replaced.

A total of 15 trees have been identified as suitable for retention. Of these, three have a Moderate retention value. It is my opinion that those Regulated Trees that scored a Moderate retention value warrant conservation under the local development plan.

Table 3 Retention Rating

Retention Rating Number of Trees Moderate 3 Low 16

A total of four trees are recommended for removal.

4. Tree Protection

Australian Standard AS4970-2009 Protection of trees on development sites prescribes the use of a Tree Protection Zone (TPZ) as the principle means of protecting trees throughout the development process. If encroachment is required within any TPZ, the Project Arborist should be consulted to identify impacts and recommend mitigation measures. The Tree Protection Zones should be used to inform any future development of the site, maintaining these areas as open space. The Tree Protection Zone radii are included in Appendix D - Tree Assessment Summary.

Recommendation The following recommendations are presented based on the Preliminary Tree Assessment:

1. Trees identified as having a Moderate retention value are worthy of protection, as listed in Table 3, should be retained.

2. Any trees identified as Regulated as listed in Table 2 require Development Approval prior to any tree damaging activity occurring. This includes tree removal and may include pruning.

3. A Project Arborist should be appointed to assist in the design around trees warranting retention as identified in Appendix B - Tree Assessment Findings and Appendix D - Tree Assessment Summary and communicated through a Development Impact Report.

Thank you for the opportunity to provide this report. Should you have require further information, please contact me and I will be happy to be of assistance.

Yours sincerely

GARY MORAN Consulting Arboriculturist Advanced Certificate in Arboriculture International Society of Arboriculture – Tree Risk Assessment

Glossary Size: approximate height and width of tree in metres.

Age: identification of the maturity of the subject tree.

Useful Life Expectancy: expected number of the years that the subject specimen will remain alive and sound in its current location and/or continues to achieve the relevant Principles of Development Control.

Health: visual assessment of tree health.

Structure: visual assessment of tree structure.

Circumference: trunk circumference measured at one metre above ground level. This measurement is used to determine the status of the tree in relation to the Development Act 1993.

Diameter at Breast Height (DBH): trunk diameter measured at 1.4 metres above ground level used to determine the Tree Protection Zone as described in Australian Standard AS4970-2009 Protection of trees on development sites.

Diameter at Root Buttress (DRB): trunk diameter measured just above the root buttress as described in Australian Standard AS4970-2009 Protection of trees on development sites and is used to determine the Structural Root Zone.

Tree Damaging Activity Tree damaging activity includes those activities described within the Development Act 1993 such as removal, killing, lopping, ringbarking or topping or any other substantial damage such as mechanical or chemical damage, filling or cutting of soil within the TPZ. Can also include forms of pruning above and below the ground.

Tree Protection Zone: area of root zone that should be protected to prevent substantial damage to the tree’s health.

Structural Root Zone: calculated area within the tree’s root zone that is considered essential to maintain tree stability.

Project Arborist A person with the responsibility for carrying out a tree assessment, report preparation, consultation with designers, specifying tree protection measures, monitoring and certification. The Project Arborist must be competent in arboriculture, having acquired through training, minimum Australian Qualification Framework (AQTF) Level 5, Diploma of Horticulture (Arboriculture) and/or equivalent experience, the knowledge and skills enabling that person to perform the tasks required by this standard. References Australian Standard AS4970–2009 Protection of trees on development sites: Standards Australia.

Matheny N. Clark J. 1998: Trees and Development a Technical Guide to Preservation of Trees During Land Development: International Society of Arboriculture, Champaign, Illinois, USA.

Dunster J.A., Smiley E.T., Metheny N. and Lilly S. 2013. Tree Risk Assessment Manual. International Society of Arboriculture, Champaign, Illinois USA.

Appendix A - Tree Assessment Methodology

Record Description A perennial woody plant with a mature height of greater than 5 metres and life expectancy Tree of more than 10 years. Trees are identified using normal field plant taxonomy techniques. Due to hybridisation Genus and and plant conditions available on the day of observation it may not always be possible to Species identify the tree to species level; where species cannot be ascertained sp. is used. Tree height is observed and recorded in the following ranges; 0-5m, 5-10m, 10-15m and Height >20m. Crown width (projection) diameter is recorded by the following fields 0-5m, 5-10m, 10-15m, Spread 15-20m, >20m. Tree health was assessed using the Arborman Tree Solutions - Tree Health Assessment Tree Health Method that is based on international best practice. Tree structure was assessed using Arborman Tree Solutions - Tree Structure Assessment Tree Structure Method that is based on international best practice. Trees were assessed using the International Society of Arboriculture Level 1 Tree Tree Risk Assessment method. The person conducting the assessment has acquired the Assessment International Society of Arboriculture Tree Risk Assessment Qualification (TRAQ). Legislation status was identified through the interpretation of the Development Act 1993, Legislative Status and the Natural Resource Management Act 2004 as well as other relevant legislation, therefore determining regulatory status of the subject tree. Measures to reduce tree risk may be recommended in the form of pruning and this listed in the Tree Assessment Findings (Appendix C). Tree pruning is recommended in Mitigation accordance with AS4373-2007 Pruning amenity trees where practicable. Where measures to mitigate risk is not possible and the risk is unacceptable, then tree removal or further investigation is recommended.

Useful Life Expectancy (ULE)

ULE Rating Definition Surpassed The tree has surpassed its Useful Life Expectancy. <2 Years The tree is considered to have a Useful Life Expectancy of less than two years. <5 years The tree is considered to have a Useful Life Expectancy of less than five years. <10 years The tree is considered to have a Useful Life Expectancy of less than ten years. >10 years The tree is considered to have a Useful Life Expectancy of more than ten years.

Maturity (Age)

Age Class Definition The tree has surpassed its optimum growing period and is declining and/or reducing in size. Senescent May be considered as a veteran in relation to its ongoing management. Tree will have generally reached greater than 80% of its expected life expectancy. A tree which has reached full maturity in terms of its predicted life expectancy and size, the tree Mature is still active and experiencing cell division. Tree will have generally reached 20-80% of its expected life expectancy. A tree which has established, but has not yet reached maturity. Normally tree establishment Semi Mature practices such as watering will have ceased. Tree will generally not have reached 20% of its expected life expectancy. A newly planted tree or one which is not yet established in the landscape. Tree establishment Juvenile practices such as regular watering will still be in place. Tree will generally be a newly planted specimen up to five years old; this may be species dependant.

Category Description Tree displays high vigour, uniform leaf colour, no or little dieback (<5%), crown density (>85%) Good and or healthy axillary buds and typical internode length. The tree has little to no pest and/or disease infestation. Tree displays low vigour, dull leaf colour, little dieback (<15%), crown density (>70%) and/or Fair reduced axillary buds and internode length. Minor pest and/or disease infestation potentially impacting on tree health. Tree displays no vigour, chlorotic or dull leaf colour, moderate to high crown dieback (>15%), low Poor crown density (<70%) and/or few or small axillary buds and shortened internode length. Pest and or disease infestation is evident and/or widespread. Dead The tree has died and has no opportunity for recovery.

Category Description Little to no branch failure observed within the crown, well-formed unions, no included bark, good Good branch and trunk taper present, root buttressing and root plate are typical. History of minor branch failure observed in crown, well-formed unions, no included bark, Fair acceptable branch and trunk taper present, root buttressing and root plate are typical. History of significant branch failure observed in crown, poorly formed unions, included bark Poor present, branch and trunk taper absent, root buttressing and root plate are atypical. Failed The structure of the tree has or is in the process of collapsing.

Priority

Category Description Low Identified works within this priority should be carried out within 12 months. Medium Identified works within this priority should be carried out within 6 months. High Identified works within this priority should be carried out within 3 months. Identified works within this priority should be carried out immediately. Works within this priority Urgent rating will be brought to attention of the responsible person at the time of assessment.

Tree Risk Assessment The risk assessment was conducted using the principles and guidelines of the International Society of Arboriculture - Tree Risk Assessment Qualification (TRAQ).

TRAQ assesses the Tree Risk Rating in three parts that are divided into two stages Likelihood and Consequence; the Likelihood assessment considers two parts Likelihood of Failure and Likelihood of Impact which are combined in a matrix to determine the Likelihood of Impacting a Target. The following categories are used to determine the Likelihood of Impacting a Target for a given tree:-

1. Likelihood of Failure – this is the assessment potential for branch failure. The likelihood of failure uses the following categories:- a. Imminent the tree is failing or is about to fail i.e.: >90% chance. b. Probable a failure is likely to occur within the inspection period i.e.: >50% chance. c. Possible a failure may occur within the inspection period i.e.: <50% chance. d. Improbable a failure is unlikely to occur within the inspection period i.e.: <10% chance.

2. Likelihood of Impact – this is an assessment of the potential for a failed branch to contact a person, vehicle, property or other target within the target area. The likelihood of failure uses the following categories: a. High a failure will almost definitely impact a target. b. Medium a failure will probably impact a target. c. Low a failure will possibly impact a target. d. Very Low a failure is unlikely to impact a target.

The results of the Likelihood assessment are placed into the following matrix to determine the Likelihood of Impacting a Target.

Likelihood Matrix

Likelihood of Likelihood of Impacting Target Failure Very Low Low Medium High

Imminent Unlikely Somewhat likely Likely Very likely

Probable Unlikely Unlikely Somewhat likely Likely

Possible Unlikely Unlikely Unlikely Somewhat likely

Improbable Unlikely Unlikely Unlikely Unlikely

The Consequence of Failure section of the assessment considers the result of a failure on the target. The following categories are used to determine the Consequences of a failure impacting a Target for a given tree.

3. Consequence of Failure – This is an assessment of the consequence of the branch failure on the target. Consequence of Failure includes factors such as size of part, the level of damage or injury, target protection and target value (monetary or otherwise). The following categories are used to determine the Consequences of Failure for a given tree:- a. Severe The consequences of an impact will be severe potentially involving serious injury or death or serious damage to or loss of property or infrastructure. b. Significant The consequences of an impact will be significant potentially involving major injury or damage to property or infrastructure. c. Minor The consequences of an impact will be minor potentially involving minor injury or minimal damage to property or infrastructure. d. Negligible The consequences of an impact will be negligible potentially involving no or inconsequential injury or damage to property or infrastructure.

The Likelihood of Impact and Consequence of Failure are then placed into the following matrix to determine the Tree Risk Rating.

Tree Risk Rating Matrix Consequences of Failure Likelihood of Failure and Impact Negligible Minor Significant Severe

Very likely Low Moderate High Extreme

Likely Low Moderate High High

Somewhat likely Low Low Moderate Moderate

Unlikely Low Low Low Low

This Tree Risk Rating is used to qualify the risk so that suitable mitigation strategies can be implemented.

Tree Retention Rating (TRR) The Tree Retention Rating was conducted assessing Tree Health and Structure TRR Matrix 1) and then assessing this result against the estimated Useful Life Expectancy (TRR Matric 2). These results were then assessed against the recognised environmental and social benefits that the tree presents (TRR Matrix 2) thereby providing a quantitative measure to determine the tree retention value.

TRR MATRIX 1: Structure and Health

Health Structure Good Fair Poor Dead Good A1 A1 A2 A3 Fair A1 A2 A2 A3 Poor A3 A3 A3 A3

TRR MATRIX 2: Life Expectancy and Structure/Health TRR Matrix 1 ULE A1 A2 A3 Long High High Med Med High Med Med Short Low Low Low Dead Low Low Low

TREE RETENTION RATING TRR Matrix 2 Amenity Value High Med Low Meets all Criteria High High Moderate Rare and or Endangered High High Moderate

Environmental habitat High Moderate Moderate Amenity Character High Moderate Low Minor Contribution i.e. Moderate Low Low shade/aesthetics Small or Young Tree Low Low Low

Retention Value (High) These trees are considered important and should be retained and protected using AS4970-2009

Retention Value (Moderate) These trees are considered for retention and protected using AS4970-2009

Retention Value (Low) These trees are considered as not requiring special works or design modifications

Appendix B - Tree Assessment Findings

Lagunaria patersonii Tree No: 1

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Lagunaria patersonii

COMMON NAME Norfolk Island Hibiscus

Height 10-15 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 1.17 metres Useful Life Expectancy Surpassed

TREE PROTECTION

Tree Protection Zone (TPZ) 4.2 metres GPS Coordinates (GDA 54) 138.606283376,-34.917002455 Tree No: LEGISLATIVE STATUS 1 This species of tree is exempt from control under the current provisions of Legislative Status Exempt the Development Act 1993. OBSERVATIONS/ NOTES Tree Retention Rating Low The species is a known skin irritant. Risk Low RECOMMENDATIONS Tree removal is recommended.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 1 of 19 Lagunaria patersonii Tree No: 2

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Lagunaria patersonii

COMMON NAME Norfolk Island Hibiscus

Height 10-15 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 0.82 metres Useful Life Expectancy Surpassed

TREE PROTECTION

Tree Protection Zone (TPZ) 3.12 metres GPS Coordinates (GDA 54) 138.606304004,-34.917100254 Tree No: LEGISLATIVE STATUS 2 This species of tree is exempt from control under the current provisions of Legislative Status Exempt the Development Act 1993. OBSERVATIONS/ NOTES Tree Retention Rating Low The species is a known skin irritant. Risk Low RECOMMENDATIONS Tree removal is recommended.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 2 of 19 Gleditsia triacanthos Tree No: 3

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Gleditsia triacanthos

COMMON NAME Honey Locust

Height 5-10 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 0.59 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.04 metres GPS Coordinates (GDA 54) 138.606864736,-34.917278343 Tree No: LEGISLATIVE STATUS 3 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 3 of 19 Gleditsia triacanthos Tree No: 4

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Gleditsia triacanthos

COMMON NAME Honey Locust

Height 5-10 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 0.65 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.52 metres GPS Coordinates (GDA 54) 138.606850213,-34.917224015 Tree No: LEGISLATIVE STATUS 4 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 4 of 19 Gleditsia triacanthos Tree No: 5

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Gleditsia triacanthos

COMMON NAME Honey Locust

Height 5-10 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 0.38 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.00 metres GPS Coordinates (GDA 54) 138.606921553,-34.917252702 Tree No: LEGISLATIVE STATUS 5 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 5 of 19 Gleditsia triacanthos Tree No: 6

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Gleditsia triacanthos

COMMON NAME Honey Locust

Height 5-10 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 0.51 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.00 metres GPS Coordinates (GDA 54) 138.606899191,-34.917199208 Tree No: LEGISLATIVE STATUS 6 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 6 of 19 Gleditsia triacanthos Tree No: 7

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Gleditsia triacanthos

COMMON NAME Honey Locust

Height 5-10 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 0.91 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 3.12 metres GPS Coordinates (GDA 54) 138.607006079,-34.917039245 Tree No: LEGISLATIVE STATUS 7 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 7 of 19 Betula pendula Tree No: 8

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Betula pendula

COMMON NAME Silver Birch

Height <5 metres Spread 0-5 metres Health Poor Structure Good Trunk Circumference 0.32 metres Useful Life Expectancy <5 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.00 metres GPS Coordinates (GDA 54) 138.606812132,-34.917102611 Tree No: LEGISLATIVE STATUS 8 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low There is dieback throughout the crown. Risk Low RECOMMENDATIONS Tree removal is recommended.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 8 of 19 Corymbia citriodora Tree No: 9

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Corymbia citriodora

COMMON NAME Lemon Scented Gum

Height >20 metres Spread 10-15 metres Health Fair Structure Poor Trunk Circumference 2.26 metres Useful Life Expectancy Surpassed

TREE PROTECTION

Tree Protection Zone (TPZ) 8.52 metres GPS Coordinates (GDA 54) 138.607023076,-34.91707864 Tree No: LEGISLATIVE STATUS 9 This tree has a trunk circumference greater than two metres and less Legislative Status Regulated than three metres and is therefore identified as a Regulated Tree as defined within the Development Act 1993. Tree Retention Rating Low OBSERVATIONS/ NOTES The lateral branches and stems display poor taper and are terminally Risk Moderate foliated.

RECOMMENDATIONS Tree removal is recommended.

Tree removal is recommended irrespective of development.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 9 of 19 Eucalyptus leucoxylon Tree No: 10

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Eucalyptus leucoxylon

COMMON NAME South Australian Blue Gum

Height 5-10 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 1.09 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 4.08 metres GPS Coordinates (GDA 54) 138.607045305,-34.917137938 Tree No: LEGISLATIVE STATUS 10 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 10 of 19 Corymbia citriodora Tree No: 11

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Corymbia citriodora

COMMON NAME Lemon Scented Gum

Height 15-20 metres Spread 15-20 metres Health Good Structure Fair Trunk Circumference 2.1 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 7.8 metres GPS Coordinates (GDA 54) 138.607075187,-34.917198503 Tree No: LEGISLATIVE STATUS 11 This tree has a trunk circumference greater than two metres and less Legislative Status Regulated than three metres and is therefore identified as a Regulated Tree as defined within the Development Act 1993. Tree Retention Rating Moderate OBSERVATIONS/ NOTES Risk Low

RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 11 of 19 Corymbia maculata Tree No: 12

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Corymbia maculata

COMMON NAME Spotted Gum

Height <5 metres Spread 0-5 metres Health Fair Structure Fair Trunk Circumference 0.52 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.00 metres GPS Coordinates (GDA 54) 138.60723981,-34.917121956 Tree No: LEGISLATIVE STATUS 12 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low The tree is codominant with included bark in the main union. Risk Low RECOMMENDATIONS Tree requires formative pruning.

Remove the northern stem.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 12 of 19 Corymbia maculata Tree No: 13

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Corymbia maculata

COMMON NAME Spotted Gum

Height 5-10 metres Spread 0-5 metres Health Good Structure Good Trunk Circumference 0.35 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.00 metres GPS Coordinates (GDA 54) 138.607253771,-34.917133384 Tree No: LEGISLATIVE STATUS 13 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 13 of 19 Corymbia maculata Tree No: 14

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Corymbia maculata

COMMON NAME Spotted Gum

Height 5-10 metres Spread 0-5 metres Health Good Structure Good Trunk Circumference 0.34 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 2.00 metres GPS Coordinates (GDA 54) 138.607265918,-34.917127663 Tree No: LEGISLATIVE STATUS 14 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 14 of 19 Pinus canariensis Tree No: 15

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Pinus canariensis

COMMON NAME Canary Island Pine

Height 10-15 metres Spread 5-10 metres Health Good Structure Good Trunk Circumference 1.55 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 5.76 metres GPS Coordinates (GDA 54) 138.607035218,-34.916761813 Tree No: LEGISLATIVE STATUS 15 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 15 of 19 Pinus canariensis Tree No: 16

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Pinus canariensis

COMMON NAME Canary Island Pine

Height 15-20 metres Spread 10-15 metres Health Good Structure Good Trunk Circumference 2.06 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 7.56 metres GPS Coordinates (GDA 54) 138.607014991,-34.916787094 Tree No: LEGISLATIVE STATUS 16 This tree has a trunk circumference greater than two metres and less Legislative Status Regulated than three metres and is therefore identified as a Regulated Tree as defined within the Development Act 1993. Tree Retention Rating Moderate OBSERVATIONS/ NOTES Risk Low

RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 16 of 19 Pinus canariensis Tree No: 17

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Pinus canariensis

COMMON NAME Canary Island Pine

Height 15-20 metres Spread 10-15 metres Health Good Structure Good Trunk Circumference 1.98 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 7.32 metres GPS Coordinates (GDA 54) 138.606969216,-34.916711396 Tree No: LEGISLATIVE STATUS 17 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Moderate

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 17 of 19 Pinus canariensis Tree No: 18

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Pinus canariensis

COMMON NAME Canary Island Pine

Height 10-15 metres Spread 10-15 metres Health Good Structure Good Trunk Circumference 1.28 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 4.56 metres GPS Coordinates (GDA 54) 138.606930607,-34.916724299 Tree No: LEGISLATIVE STATUS 18 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 18 of 19 Pinus halepensis Tree No: 19

INSPECTION DATE Friday, 20 May 2016 BOTANIC NAME Pinus halepensis

COMMON NAME Aleppo Pine

Height 10-15 metres Spread 10-15 metres Health Good Structure Good Trunk Circumference 1.41 metres Useful Life Expectancy >10 years

TREE PROTECTION

Tree Protection Zone (TPZ) 5.4 metres GPS Coordinates (GDA 54) 138.606777842,-34.916747596 Tree No: LEGISLATIVE STATUS 19 This tree is not regulated under the Development Act 1993. Legislative Status Unregulated

OBSERVATIONS/ NOTES Tree Retention Rating Low

Risk Low RECOMMENDATIONS No Remedial Action is recommended at this stage.

Monday, 30 May 2016 Taylor Cullity Lethlean Page 19 of 19

Appendix C - Mapping

Tree Location

CBD High School Concept

Tree Location Map 1 of 1 - 30 May 2016 ATS3607-CBDHighSchool

Appendix D – Tree Assessment Summary

Tree Assessment Summary

Tree Botanic Name Legislative TPZ Retention Risk Rating Recommendation Number Status Rating

1 Lagunaria patersonii Exempt 4.2 metres Low Low Remove

2 Lagunaria patersonii Exempt 3.12 metres Low Low Remove

3 Gleditsia triacanthos Unregulated 2.04 metres Low Low No Action

4 Gleditsia triacanthos Unregulated 2.52 metres Low Low No Action

5 Gleditsia triacanthos Unregulated 2.00 metres Low Low No Action

6 Gleditsia triacanthos Unregulated 2.00 metres Low Low No Action

7 Gleditsia triacanthos Unregulated 3.12 metres Low Low No Action

Monday, 30 May 2016 A1601 CBD High School Concept Page 1 of 3 Tree Assessment Summary

Tree Botanic Name Legislative TPZ Retention Risk Rating Recommendation Number Status Rating

8 Betula pendula Unregulated 2.00 metres Low Low Remove

9 Corymbia citriodora Regulated 8.52 metres Low Moderate Remove

10 Eucalyptus leucoxylon Unregulated 4.08 metres Low Low No Action

11 Corymbia citriodora Regulated 7.8 metres Moderate Low No Action

12 Corymbia maculata Unregulated 2.00 metres Low Low Formative Prune

13 Corymbia maculata Unregulated 2.00 metres Low Low No Action

14 Corymbia maculata Unregulated 2.00 metres Low Low No Action

Monday, 30 May 2016 A1601 CBD High School Concept Page 2 of 3 Tree Assessment Summary

Tree Botanic Name Legislative TPZ Retention Risk Rating Recommendation Number Status Rating

15 Pinus canariensis Unregulated 5.76 metres Low Low No Action

16 Pinus canariensis Regulated 7.56 metres Moderate Low No Action

17 Pinus canariensis Unregulated 7.32 metres Moderate Low No Action

18 Pinus canariensis Unregulated 4.56 metres Low Low No Action

19 Pinus halepensis Unregulated 5.4 metres Low Low No Action

Monday, 30 May 2016 A1601 CBD High School Concept Page 3 of 3 DAC SUBMISSION

7.10 SITE INFRASTRUCTURE

New CBD School | DAC Submission | 2016 10 20 50 100 200 300 400 500 600 700 Scale Bar Units in Millimetres

NOTES PROPOSED LOCATION FOR NEW • ABOVE GROUND OTR BACK FLOW ASSEMBLIES TRANSFORMER TO BE WITHIN 3M OF THE BOUNDARY 3500mm(w)X4000mm(d)X1700(h) • CENTRELINE OF ABOVE GROUND PIPEWORK TO BE 400mm AFL. WATER METER & HOUSING • PROVIDE SUITABLE SECURITY CAGE (OR INTEGRATED INTO LANDSCAPING ALTERNATIVE TO ARCHITECT SPECIFICATION) 2000mmX1000mm(d)X2000mm(h) WITH HINGED/LOCKABLE ACCESS TO SERVICE GAS METER & HOUSING THE VALVES (EACH) INTEGRATED INTO • EASEMENT OF APA GAS MAIN TO BE LANDSCAPING CONFIRMED BUT ALLOW 2000mm 1500mmX600mm(d)X1200mm(h) - EXISTING --- ETSA T/F

INCOMING TX DOMESTIC WATER FROM FROME RD (@700mm DEEP) ø100 - --- ø80 12 OFF 100Ømm CONDUITS WITH INCOMING APA GAS MINIMUM COVER DEPTH OF 1000mm (INDICITIVE ROUTE SHOWN) MAINS FROM ø150 FROME RD (@900mm DEEP) ø150 INCOMING FIRE WATER MAINS FROM FROME RD (MIN. 700mm DEEP)

INDICITIVE LOCATION OF RELOCATED STORMWATER SUMP 1 NEW FIRE BACKFLOW PREVENTION HOUSING LOCATED IN LANDSCAPING (1000mmX400mm(d)x700mm(h) NEW TELSTRA & SABREN PITS 2

7 - ---

A B C D E F G H I J K L

CONTRACT EXECUTION CONTRACTOR DATE SITE ADDRESS CONTRACT NO. DRAWN BY - CHECKED BY COX Architecture 1 FROME ROAD, ADELAIDE SA 5000 DPTI CONTRACT NO. AW MAS Level 2, 80 Pirie Street, WITNESS DATE PSC JOB NO. SCALE - SHEET SIZE Adelaide, SA 5000, Australia T + 61 8 7122 5050 -PROJECT NO. 1:200@A1 www.coxarchitecture.com.au CONTRACT NAME DRAWING TITLE DPTI ASSET NO. SHEET NO. COORDINATION SERVICES © COPYRIGHT - GOVERNMENT OF SOUTH AUSTRALIA - DPTI ADELAIDE CBD SCHOOL SETTING OUT OF THE WORK IS THE RESPONSIBILITY OF THE CONTRACTOR SITE INFRASTRUCTURE PLAN DPTI ASSET NO. CS05-0-02 ALL DIMENSIONS TO BE VERIFIED ON SITE DPTI DRAWING NO. REVISION DISCREPANCIES TO BE IMMEDIATELY REPORTED TO THE SUPERINTENDENT THIS DRAWING SHALL BE READ IN CONJUCTION WITH ALL OTHER CONTRACT DOCUMENTS

REV. DATE AMENDMENTS INITIAL DPTI DRAWING NO. PLOT TIME STAMP 27/06/2016 4:27:52 PM DRAFT - ISSUE FOR INFORMATION ONLY DAC SUBMISSION

7.11. BUDGET

A summary of estimated Construction costs consists of the following:

ITEM COST 1.0 Elevate North $28,958,880 2.0 Atrium $6,688,328 3.0 Elevate South $46,013,937 4.0 External Works $5,253,252 5.0 Infrastructure $1,905,603

TOTAL ESTIMATED NET CONSTRUCTION COST - $88,820,000 EX GST

New CBD School | DAC Submission | 2016