Assisi Catholic College

Narratives

Architect Narrative

The client began planning for this Pre-School to Year 12 school in 1997 with successful submissions to Council for Planning Approval submitted by my firm. We have planned and built extensively for this religious sector client group and they fund such schools with a combination of State, Federal and local contributions.

1. Personalized Learning. The vision of the school is inspired by the lives of Saints Francis and Clare which the School Principal translates in a highly personalized way as inspiring “ideal friendship”. Our response to the self vision of the school was a program of campus zones created by tightly aggregated classroom blocks covered over by high level roofs allowing natural light and ventilation to central courts. These provide a sense of safety and identity, inter and intra group.

2. Social Interaction. These classroom places promote co-operation and make work in the semi outdoors a viable option for year or near year age groups. Vertical age groupings are encouraged by a social structure called “families”. Interaction beyond even these “extended families” to outside schools and community groups is specifically addressed in the Franciscan ethos of ecumenical and social-eco justice outreach.

3. Real-World. The highly self-conscious development of nurturing and growing a school mirrors the growing young families of the surrounding new neighbourhood. We reference that with sympathetic materials, colors and forms. In referencing the wider work world we developed a uniquely aggregated Middle Years Technology Centre (MYTEC) which strongly advantages co-operative learning across specialty subjects. It dissuades traditional isolation of the subject areas: Industrial Design and Technology, Art, Science, Food Technology and Computing.

4. Community Involvement. The original plan of development was modified through an active Masterplanning process which was used for a successful Capital Grants application. Design development of the Masterplan stages was done in consultation with the stake holders and initially focused through a round table Post Occupancy Evaluation session delivered by numerous teachers in existing such schools. A core group of Client Representatives continued with the design development until a foundation Head of School was elected who then put her stamp on the project.

5. Accommodate Change. Flexibility is possible in what groups might be able to occupy classrooms or whole grouped-classroom blocks. The school can and has already chosen different group designations to classrooms than was masterplanned. Operable internal walls further enhance flexibility. Capability is the byword for the MYTEC.

6. Fosters Health and Security. Fresh air through natural ventilation has been successful as reported so far by the school community. Security is fostered by the strong class groupings and by lessons learned in other more linear and discreet school building programs.

7. Human, natural and built ecology. On site storm water treatment located as a central lake and natural flow through ventilation aim to mirror the psychosocial ‘connectedness’.

8. High performance and sustainable building. We express a strong focus on long life-cycle material selection as well as a first in conservation with connection of toilets and landscape watersystems to neighbourhood reticulated recycled water.

Educator Narrative

Stage One opened in 2005 of what may be a 5 or 6 stage development. This school will be a Preparatory to Year 12 (P-12) school with Day Care (available from 6 weeks of age) and Outside School Hours Care.

Because of the prevalence of young families in the catchment area, our stated priority is growing a community as well as growing a school. The School is located in a spacious and natural setting in one of the fastest growing population corridors in Australia. Pastorally, students are organised across the P-12 campus into family teams with a strong connection to the Franciscan ethos and culture. The stories of St Francis and Clare are tantamount to the ‘learning signature’ of the school.

The four phases of learning in the four ’schools’ are: Early Years (P-3 * 300 students); Junior Years (Years 4-6 * 240 students); Middle Years (Years 7-9 * 450 students) and Senior Years (Years 10-12 * 450 students). This emphasis on “connectedness” will also be nurtured through a cohesive network of community facilities.

The rationale for our constructivist approach to curriculum development is real-world learning and design challenges clearly connecting curriculum/ learning, and assessment/reporting. Project-based learning and instruction emphasizes learning as a team and fosters co-operation and sharing of ideas. It enables students to better process learning and leads to the development of positive relationships between teachers and students.

Of particular significance to this Award submission is the unique connection of traditional specialist subject disciplines in the Middle Years. These are consolidated into one building - the MYTEC (’Middle Years Technology Centre’) In MYTEC, the instructional areas: Design Technology, Art Studio, Food Technology, Science Laboratory, Digital Media, and two Portfolio Development rooms are in effect “alcoves for learning”. These are clustered around and open onto a centrally located shared common area. The metaphor informing the MYTEC design is ‘market’and the real magic is the building’s move ‘from silos to market place’. This is indeed a ‘learning street’ which encourages mixing, trading, swapping and sharing ideas across all types of learning - science, design technology, art, food technology and media technology. The market place will also be used as a centre for ‘celebrations of learning’ where parents are invited to the college to share in their child’s learning. Additionally MYTEC promotes ‘community by design’ with members of the community with particular areas of expertise being invited to share their knowledge and expertise with students. This is yet another great way for students to make connections with how technology applies in the real world. As a result of the college’s creative approach and widespread use of ICT as an integral tool in the teaching and learning processes, Toshiba Australia is a partner in the college’s ICT Strategic Plan.

With the advent of the Senior Years of Learning, the college will further develop connections and partnerships with local business and industry. Registered Training Providers, College level providers and lings to a local Education Precinct (fostering Vocational Education and Training opportunities) will maximize career opportunities for students. In future some courses will be delivered in virtual mode thus creating an integrated, flexible and complementary virtual learning space in MYTEC that supports and supplements the physical and community learning centres described above.