Section I- DEGREE OF FUNCTIONALITY
Functionality refers to how well the design item complements the learning environment.

1- Promenade — Walkways linking main outside areas, ideally placing major activity centers at the extremes.
2 - Green Areas - Outside spaces, close to the school building, where trees, grass or gardens may be seen [but no cars or roads].
3 - Quiet Areas —Solitary places where students may go to pause and refresh themselves in
a quiet setting.
     a. Inside Places
     b. Outside Places
4 - Play Areas - Special locations where children are given the opportunity to be together, use their bodies, build muscles, and test new skills. Using imagination and releasing energy are two important activities seen in these areas.
5 - Campus Plan - Several natural and built structures that may be connected by walkways (sometimes covered), pathways, and/or promenades that complement the delivery of the educational program.
6 - Entrance Area — A friendly space connecting the outside world to the inside world. This age appropriate space should be inviting and highly visible for students and visitors. It should evoke a ‘welcome’ feeling.
7 - Private Spaces for Children —Social places where a small group of children may go to be alone (i.e. reading areas, quiet places, reflection areas, listening areas, etc.).
     a. Inside
     b. Outside
8 - Instructional Neighborhoods — Places [perhaps wing(s) of the building] that include teacher planning spaces, flex zones (places for multiple use), small and large group areas, wet areas for science and art, hearth areas, and restrooms. The hearth area is a place used for reading and quiet time.
     a. Teacher planning areas
     b. Flex zones
     c. Small group areas
     d. Large group areas
     e.Wet areas for science
     f. Wet areas for art
     g. Hearth areas
9 - Outdoor Rooms - Defined outdoor learning environments - enough like a classroom, but with the added beauties of nature.
10 - Circulation Patterns - Indoor spaces for circulation should be broad and well-lit allowing for freedom of movement.
      a. Within learning environments
      b. Among learning environments
11 - Hallways — Passageways, allowing students personal space when moving within the school. [Ample spaces — non-crowded]
12 - Reference - Main building has an obvious point of reference among the school’s buildings. It is a focal point where paths and buildings connect. This design feature heightens the sense of community. It stimulates students’ imagination.
13 - Building on Student’s Scale - A place designed and built to the scale of children (e.g. Door handles or handrails low enough for children to reach to accommodate their heights.)
     a. Light switches
     b. Seats fit children
     c. Door handles
     d. Hand rails
     e. Shortened steps
     f. Water fountains
     g. Views (doors/windows that allow the student to easily see the outside)
14 - Administration Centralized - Administrative offices are grouped together in a centralized area allowing for connection and convenience. If there are schools within a school or a campus plan, the person in charge should be readily accessible (at least for the safety of the children).
15 - Acoustics - Control of internal and external noises levels.
16 -Windows — Spaces bringing natural light into the learning environment. Windows may have some form of glare control, but should be in use (when glare is not a problem), and be without painted obstructions and other devices that restrict views. Windows should invite the outdoors inside.
     a. Views overlooking life
     b. Unrestricted views (when glare is not a problem)
     c. Adequacy of natural light (includes skylights and borrowed light — natural, reflected light)
17 - Intimacy Gradients - A sequence from larger to smaller - public to private spaces, giving the effect of drawing people into the area. These are usually found in main entrances, but may be used through out the learning environment.
18 - Technology for Students - Spaces with computers, compact disks, programs, learning packages, Internet connections, television, and video.   
     a. Computers are placed within the learning environment in a manner that complements teaching
         and learning. Computers appear as an integral part of the curriculum.
     b. Computer laboratories are not arranged in a rigid, institutionalized, manner.
     c. The teacher can easily view all computer screens from one location.
19 -Technology for Teachers — Computers (including laptops), multimedia and Internet connections are easily accessible. Teachers have access to technology (outside the media center) for use in research and planning lessons.
20 - Pathways - Clearly defined areas that allow freedom of movement among structures. These play a vital role in the way people interact with buildings. Pathways may also connect buildings to one another so that a person can walk under the cover of arcades.
21 - Public Areas — Spaces fostering a sense of community (unity and belonging) that offer inviting and comfortable settings, including ample lighting.
     a. Auditorium
     b. Amphitheater
     c. Media center
     d. Commons (place for casual student meeting)
     e. Dining room
22 - Context - The school and grounds are compatible with the surroundings and sufficient to facilitate the curriculum and programs.
23 - Harmony - The school is "in harmony with nature." It blends with the surroundings and brings nature into the learning environments.
24 - Comfort - Classrooms create a stress-free atmosphere.
25 - Excitement - Classrooms create an atmosphere of excitement for learning.
26 - Learning Zones —
     a. Variety of indoor spaces developed to meet individual learning styles.
     b. Variety of outdoor areas developed to meet individual learning styles.
27 - Climate Control - A system designed to maintain a comfortable temperature in the classroom learning environment.
28 - Intimacy - Spaces suitable for small children to reflect.
29 - Classrooms - Exterior doors lead to a courtyard or well planned outdoor learning areas.
30 - Communications —
    a. Phones within classrooms
    b. Two way intercom system
    c. Phones in teachers’ workrooms
    d. Fax machines in teachers’ workrooms
31 -Workrooms - Workrooms are near classrooms.
32 - Classroom Walls - Walls are conducive for displaying students’ work
33 - Hallways - Hallways are favorable for displaying student work
34 - Roof system — A leaking roof can disrupt student learning.

www.designshare.com, May, 1999

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