Forest Lake State High School

Narratives

Architect Narrative

The School has been master planned and designed to support the new Education 2010 strategy. The strategy provides Educational Facilities that embrace the future and provide safe tolerant and disciplined environments, within which students, teachers and the wider community can engage and learn from.

The School will consist of 5 identifiable precincts.

(1) Community/Shared Facilities
(2) Senior School — Grade 10-11
(3) Middle School — Grade 7-9 (Current Precinct - Stage 1)
(4) Sporting

Precincts will be separated by soft boundaries, edges and paths connected by spinal avenues, covered walkways and visual links. Each precinct will be individual and characterised by a physical environment that fosters and promotes both learning and social interaction for all users.

The Current Precinct — Stage 1 (Community Shared Facilities, Middle School and Sporting Facilities) were completed for the new school year of 2002. It consists of the following facilities:

(1) Administration Centre
· Provides core services
· Administrative/Business & Technical services
· Student Services
· Community & Public interfaces
· Accessibility by sub-schools

(2) Student Canteen: Food Court & Amenities

(3) Middle School — consists of the Home Group Learning Centre, the Health, Science Performance Centre and the Technology Centre

(3.1) Home Group Learning Centre (HGLC) contains middle school, administration, 3 multi-purpose areas, 6pods (integrated spaces consisting of 4 classrooms, staff accommodation, computer areas and storage), 2 junior science laboratories, and the secondary special education unit. The HGLC structure reflects and enables desired curriculum delivery models. It provides:
· Flexible learning areas adaptable to variety of teaching strategies to support outcome based learning and tem and project work.
· High level supervision — supervised movement
· Variety of informal and formal learning spaces
· Student identity, ownership and security; and
· A stimulating self-learning environment

(3.2) Health Science Performance Centre
Incorporates the home economic kitchen, Music and music practice rooms, dance, drama, audio visual, performance and presentation
This integrated facility provides:
· Flexible learning areas adaptable to a variety of teaching strategies to support outcome based learning and team & project work
· High level of supervision — supervised movement
· Variety of informal and formal learning spaces
· Auditorium for school productions, HGLC presentations and staff gatherings
· Work areas within rooms to allow team and group project related work
· Integrated technology and accessibility
· Public interaction
· Stimulating self learning environment

(3.2) Technology Centre
Incorporates one home economic area associated with craft and textiles, one practical art workshop, 2 computing rooms and industrial technology and design areas (design, systems and production).
This integrated facility provides:
· Flexible learning areas adaptable to a variety of teaching strategies to support outcome based learning, team and project work
· Open plan arrangement to practical work areas
· High level supervision — supervised movement
· Teacher facilitates group related activity work
· Integrated technology and accessibility
· Stimulating self learning environment

(4) Two Student Covered Areas / Amenities

(5) Ancillary Facilities

(6) Field Equipment and Machinery Store

(7) Sports Oval

(8) Turfed netball court

These facilities cater for the specific curriculum needs of students in years
7-9 in the local area. They are therefore very different from traditional secondary schools.

The planting theme used predominantly local native plant material which blends in with the surrounding environment.

The area between the Home Group Learning Centre and the Health Science and Performance Centre consisted of hard surfaces and retaining structures which is softened by planting and the incorporation of shade trees. A small amphitheatre was created around the stage area of the building using a concrete step seating arrangement.

The adjacent private school is currently in the process of building a new Resource Centre, which will be shared by the school and likewise the sporting facilities will also be shared with the adjoining school.

The building materials used were to be maintenance free, so as there would
be little if any was required by janitor of the school.

The learning facilities located in the Home Group Learning Centre, Health, Science and Performance Centre and the Technology Centre combine teacher and student relations with the aid of computers. The Home Group Learning Centre contains pods, each having the potential to cater for 5 separate classes at one time. The larger classroom can be divided into two separated rooms when utilising the operable walls. The conducive space designed in each pod, encourages flexible learning and promotes teacher-student interaction. Another advantage of the Home Group Learning Centre is, it is a two storey building, which keeps the learning centre closer together. It is not spread over a large part of the site area. It also minimises the amount of travelling between classrooms for both teacher and students. The HGLC also has the Special Education Unit housed in one of the ground floor pods which services disabled students education.

The issue of health and safety considerations in the designs of the learning spaces, makes it easier for the teachers to supervise the students. The large louvred windows gives good cross ventilation and sun shading devices makes the environment more comfortable for both students and teachers. The design also complies with all relevant codes especially the disable code for disable access to every part of the school. The learning buildings around landscaped courtyards gives spaces for students to play and have their lunches and can be viewed by teachers. Electronic security has been provided for the buildings and after hour lighting.

The design of the Learning Centres gives student identity, ownership and security. Both students and teachers can feel a sense of belonging.

Teacher and student interaction is easily applied as the specific design of the pods encourages this.

The Health Science Performance Centre has Home Economics, Audio Visual, Dance, Drama, Health, Music and Nutrition. The flexible learning areas are adaptable to a variety of teaching strategies to support outcome-based learning, and team & project work. The centre can be utilised for a Middle School Forum — and such events including school productions or assemblies, Home Group Learning Centre initiatives and staff gatherings can be incorporated into this one space. Once again stressing the multi-functional aspect of these centres.

The Technology Centre is the third multi-purpose learning area within the Middle School, its facility incorporating the Home Economic area with computing, graphics, electronics, art, craft, textiles and manual arts subjects.
The educational DMA philosophy from its design laboratories can be integrated into practical work areas involving the several subjects above.

The three centres have each been constructed accordingly to hold similar characteristics. All three centres have been designed to be highly supervised areas due to their visual development. Taking this factor into account, the teacher role can facilitate group related activity work with ease and efficiency. Integrated technology and accessibility within all three centres has been made advantageous to their design and student learning. To this effect, a self-stimulating environment is provided for every student, an area in which can be considered a student’s “personal environment” and benefits to the teacher role readily.

Taken into account the advantages of design and construction of these three learning centres, and the other facilities at hand for student, teacher, staff and the public use, the resultant facility provides a prominent base for education in generating a self-stimulating atmosphere.