Cedar Primary School

Narratives

School of Dynamism and Vibrancy

Located on a relatively small site of 1.5ha and accommodating up to1680 students in 42 classrooms, the main challenge for the architect was to create a small village community within the site, to relate to a child’s sense of scale so as to create a homely and intimate learning environment, with well-defined teaching areas and outdoor spaces. The design of the new school facilities draws key principles from creating a vibrant learning and social interaction life among the students. The site which is located along Cedar Avenue is generally surrounded with low-rise private residential houses and an adjacent Secondary School.

Open Concept Learning

The Open Classroom

The design explores ‘open concept learning’ at the 1st storey of the learning cluster, allowing an opportunity to create open concept classrooms that are intentionally arranged along a traveled circulation area. A pair of classrooms had their walls done away and look outward towards an open courtyard.
This allows the creation of a learning environment that support and encourages the schools’ learning philosophy and holistic approach to provide students with the opportunity to take responsibility of their own learning: creating self-awareness, social-awareness, self-management, relationship management & responsible decision-making.
Without any defined enclosure to the classrooms: “window-less and door-less” architecture concept to the space is applied. Students learn to take more responsibility of their own learning under such planning strategy. Educators are able to both customize to students’ needs and nurture independent learners. The open concept allows flexible spatial planning within these classrooms studios that accommodate a variety of layout configurations with multiple break-out zones within the learning areas.
The Outdoor Classroom
The design of learning cluster explores the indoor-outdoor relationship between learning spaces, and reinforce the notion that learning is no longer confined within the four walls of the classroom, but extends beyond. A butterfly garden evolves through the attribution to life science learning. In this case, an outdoor deck serves as an extension of the indoor learning areas and provides students with experiential learning opportunities, as well as a variety of learning settings. Combined with an ecology pond, social interaction is also encouraged.
Fostering Community: School as a social hub
Spatial planning of large spaces such as the open courtyard and canteen space are planned in adjacent to each other to allow overspill of large activities events. A clear and defined entrance porch design provides a memorable sense of arrival for guests and students. Along this entry veranda, visitors are led along a generous corridor towards the General office which joins the main circulation spine where students’ works are displayed. Notice boards and other art works are displayed along this vista. The circulation spine then leads towards the teaching facilities.

Courtyards and open spaces are sandwiched between teaching blocks, serving dual purpose of contemplative green lungs and as vibrant spaces where social activities and learning opportunities can spill out along the corridors. It also creates both visual and spatial connectivity to the classrooms.

These provide a framework for a new dynamic learning environment.

Enhancing Teaching & Learning through Innovative Use of Space

With a fast changing educational landscape, this primary school recognises the need to constantly seek innovative ways to enhance teaching and learning. Apart from looking at curriculum, assessment and pedagogy through new perspective, the school seized the opportunity in customising the physical environment to make teaching and learning more interesting.

The open concept classroom is an innovative learning space that deviates from traditional ones. It facilitates interaction among pupils of different age group from different classes in an exciting environment where one takes responsibility of their own learning.

Pioneering the changes in architecture of a classroom, i.e. taking down of the walls and doors, challenges the mindset of stakeholders of education and make a difference in the way educators teach. There is much flexibility in the use of space, where it is customised to the needs the teachers and pupils. For example, when a bigger space is required, the foldable partition that separates two classrooms can be collapsed. Thus, the structure of such learning space provides the teachers with greater freedom in making the best of the environment to engage pupils in their learning.

The primary school’s innovative use of space is also evident when the school takes the bold step in replacing the usual fitness station with a playground. With such innovative physical facilities, the school ensures that the playground supports the school effort in maintaining the fitness level of the pupils and also its curriculum.

This innovation is much welcomed by teachers and pupils of the school as the playground has also creatively infuses elements of play into the Mathematics and Science curriculum. Examples of concepts, which can be taught at the playground, include symmetry, simple machines and forces.

Re-looking at the physical environment and giving it a new purpose through curriculum integration is one of the ways that this Primary School takes learning beyond the classroom, making teaching and learning a refreshing experience for all.