Fuhua Primary School

Narratives

Architect Narrative

The constraints posed by working with existing buildings are greater compared to a totally new building. For an upgrading project like this, it is not just about meeting new brief requirements. The challenge lies in transforming an existing standard and functional school of the 1980s into a unique learning environment with a fresh new look reflecting the 21st century. The key to achieving this is by turning the constraints of the existing utilitarian and box-like facilities into an enriching environment supportive of the new learning.

STRATEGIC INSERTIONS: CREATING A LEARNER-CENTRED ENVIRONMENT

The old school had a typical doughnut-shaped plan enveloping one big courtyard. The courtyard was the only social space within the entire school. It was too open and the scale too overwhelming, resulting in a central space that was not conducive for student activities. Around this central courtyard were institutional-looking teaching and administration blocks that were surrounded by play courts and field, creating noise pockets scattered all around the school. These noise sources pose potential problems in disrupting teaching activities.

The key to de-institutionalising the old school and giving it better scale, zoning and safety lies in the strategic regrouping of existing functions, and careful insertions of new extensions within the existing framework. This will help create a learner-centred school with a variety of spaces that will enrich the total environment.

CENTRAL PIAZZA: INJECTING A NEW ¡°HEART¡±

Extending the doughnut form provided the opportunity to make more meaningful use of the central space. The ¡°ring¡± concept derived from the school¡¯s philosophy of unity and harmony is enhanced by translating it into a new parade square conceived as the ¡°heart¡± of the school. The old driveway doubled-up as assembly ground, which was less than ideal due to safety concerns. The new parade square provides the children with a defined assembly and play ground, away from vehicular traffic. Surrounded by administrative, academic and special teaching blocks, it also becomes a central piazza that unifies the old and new.

TWIST IN SOBRIETY: CREATING A LEARNING HUB

In response to our tropical climate, most of the blocks are oriented north-south to minimise heat gain and maximise natural cross ventilation. The most significant shift is the ¡°twist¡± in the learning hub centred around the library, which deviates from the north-south alignment. Classrooms are clustered around the library, breaking the monotony of the institutional linear corridors typical of old classrooms. The corridors in front of the classrooms take on a social function and can spillover to the amphitheatre and sunken courtyard around the library hub.

THE ACTIVE ZONE: SUPPORTING PLAY AND MOVEMENT

Play areas are extremely important for young children. A hierarchy of spaces is provided to engage the children through different play zones. The old play courts and field were scattered over various locations within the site. By relocating some of these outdoor spaces, an Active Zone was created along the northern band. The proximity of the field and play courts with the canteen allows for spillover activities, especially during recess breaks. This Active Zone is clearly demarcated from the quieter teaching and administrative zones by a covered linkway and some void decks for future classrooms running along an east-west axis. The void decks allow connection from the Active Zone to the parade square, linking the variety of play zones within the school, conjuring up the notion of it being one big playground- a children¡¯s haven.

Educator Narrative

The rebuilding provided an exciting opportunity for the staff to realise a learning environment that will provide opportunities to develop the special talent of each child and to have conducive and engaging spaces that stimulate curiosity and creativity. Emphasis was also given to the need to provide for sufficient play areas for the pupils.

The colours and grandeur of the school façade often impress visitors to the school. The driveway into the school leads to a covered porch area. Surrounding the open areas around the school are plants and small gardens including a mini orchid nursery, which help to soften the building edge. These horticultural patches enable pupils to study the different plant types and instill the sense of harmony between building and nature. The driveway, side gates and linkways address safety and security issues very well and even provide an interaction space for parents while waiting for their children.

The school has a play zone along the northern stretch of the school site. This zone has a playing field, a fitness corner, a basketball court, a volleyball court and other open areas where pupils can engage in various games. The PE Equipment Room and the proposed fitness gymnasium are also in close proximity to the play zone and allow physical education lessons to be conducted with minimal fuss. The high fence that separates the school from the neighbouring residential area will be used as a backing to mount multiple basketball boards to allow pupils maximum play for fun and skills training. The clustering of the play area enables the staff to ensure that pupils play safely, and without disturbing other pupils engaged in classroom lessons or self-study.

The colourful environment exudes an air of fun and pupils adore the lively setting. The pupils’ enthusiasm and sense of ownership of the school is evident. The large corridors and bare walls have provided a great opportunity for children to express their talent and creativity and are lined with their artwork placed in colourful acrylic casings. The two Art rooms in the school are permanent exhibition centres for our teachers’ and pupils’ artwork and will act as a springboard for activities that would enable the Arts to flourish in the school.

The school took into consideration its niche area in IT during its rebuilding. The IT Block cluster which houses the Media Resource Library- modelled after the National Libraries and 4 well-equipped Computer Labs is elegantly and strategically surrounded by a koi pond, an ecological pond, and an amphitheatre. The pond areas allow pupils to learn about plant and animal life in a relaxed and conducive setting. The amphitheatre hosts performances such as skits put up by pupils. This area is structured to allow pupils very close and easy access to resources (both print, and non-print, and live objects for the filming of iMovies which is the school forte). It will also soon be fitted with an audio system to allow pupils to put up more complex performances. The fourth floor of this block also has a wide open space, which will be converted, to a roof top garden with BBQ pits. It will be a point for social bonding among staff as well as pupils. The impending installation of wireless connections around the school will also enable pupils to go to any part of the school to do projects. The IT Block area indeed provides a fine balance among the sophistication of technology, the wonders of nature and the beauty of the arts.

The school’s outstanding infrastructure and the myriad of possibilities that exist provide a strong impetus for the school to move forward and mould the lives of the next generation.