Griffiths Primary School

Narratives

Architect Narrative

Our local school design briefs consist of a list of standard facilities determined by the Ministry of Education. In this context, the key role of the architect is in using architecture to define meaningful learning spaces.

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 how to enhance learning through better use of existing spaces, conversion of use and careful insertions of new within the old.

EXTERNAL SPACES

CREATING A LEARNER-CENTRED ENVIRONMENT
A learner-centred environment is one designed with users in mind, taking into consideration their specific needs so as to enhance learning.

Safety concerns invariably rank high, especially for a primary school. The old parade square was less than ideal as it also doubled up as a driveway, posing imminent danger to students. The upgrading provided the school with a designated driveway, with clearly demarcated bus bays and bicycle stands. The parade square is now a defined outdoor space near the school field where students can assemble and play in safety, away from vehicular traffic.

FACILITATING FLEXIBLE PROGRAMMING AND DIFFERENTIATED LEARNING
The old school had a typical doughnut-shaped plan enveloping one big courtyard. Although generous, the courtyard was too open and the scale too overwhelming, resulting in an under-utilised space exposed to the harsh sun.

By extending new blocks from the closed doughnut, it is possible to create smaller courtyards and play courts. These semi- shaded pockets of spaces are better defined than one huge mass of open space, and allow simultaneous use by different classes. This increases the flexibility of timetabling, as physical education lessons no longer need to be confined within the short window period in the morning to avoid the afternoon sun. Ample outdoor spaces allow the school to set up various learning stations that encourage self-directed learning.

Rooms such as co-curricular activity (CCA) rooms are also designed to facilitate flexible programming. Sliding-folding partitions in between rooms allow for multiple usages, in tandem with other facilities nearby, such as the canteen and meeting rooms.

MEDIA RESOURCE LIBRARY

CONVERTING USAGE
The conversion of east west facing naturally ventilated classrooms into a new air-conditioned media resource library illustrates a conversion of use in response to climatic factors.

The library extends out to an open-to-sky terrace carved from an existing ambiguous leftover green area, creating an outdoor reading deck complete with trellis to moderate the tropical heat.

SHARING WITH THE COMMUNITY
The library, together with the canteen, CCA rooms and meeting and pastoral care rooms are arranged around a courtyard, which becomes an active green space for spillover activities.

These facilities complement each other and future community sharing will bring about greater synergy. The library for example, can be opened up as a community resource; the CCA rooms can be used as multi-purpose rooms; the meeting and pastoral care rooms are also public by nature and can be shared by parents and residents. The dynamic relationship between these facilities, enhanced by their first storey location for better accessibility and security, makes it a potential community hub.

Educator Narrative

The Programme for the Rebuilding and Improvement of Existing Schools (PRIME) provides our school with enhanced facilities to implement programmes that reinforce our school thrusts, leading to the fulfillment of Thinking Schools, Learning Nation and Ability-Driven Education.

One of our first ¡°wow¡± encounters was the new parade square. The school community soaked in its bright bold colours and pupils swarmed into the grounds during recess and mid-day to play. The opportunity to promote mental and physical health of the school community increased, in line with our school values. The Parade Square has become the focal point where daily assemblies are held, in front of a huge state-of-the-art school logo to perform the rituals of the nation and the cultural rituals of school.

The second ¡°wow¡± experience came when the new hall was used for the first time at our school¡¯s Commendation Day. The size allows us to demarcate the rear section for gymnastics practices, which is one of our niche areas. The space is large enough to permanently accommodate heavy gymnastics equipment, minimising unnecessary movement. Together with the volleyball court and basketball court, the hall serves as a useful venue to promote non-academic excellence. The outdoor fitness stations next to the basketball court certainly contribute in this direction too.

When the staff moved into the new staff-room, they were elated at the sight of the circular blue-glass-tiled staff lounge and the matching, space- saving systems furniture.
The staff office is strategically located in close proximity to the staff-room, increasing work efficiency. Staff welfare that was often neglected is now an integrated part of the design. This also helps promotes teamwork and collaboration among staff.

The new school premises enable a greater manifestation of caring and sharing. The counseling room is one facility that helps emotionally needy children by allowing them to talk to a teacher-counsellor in greater privacy, while the Pastoral Care Room is used for before- and after-school care services.

With more open spaces, we set up self-directed learning stations and study corners for small group study. A Thinking Room is done up to promote creative and responsible thinking; An English Room with free-access listening stations helps develop language; A new Instructional Room permits pupils¡¯ self-directed learning. The school seems poised towards its goal of building a learning and thinking community.

Another dream in the making is ¡°A Life-Science Park¡±, located in the open space between the Canteen and the Media Resource Library. The vision is one of pupils stepping out of the Science Room into a journey of exploration through a small plot of herbaceous plants, then crossing over past a flowering plot, to the eco-pond to examine the aquatic habitat, and onward to explore a spice garden, followed by a visit to an orchid enclosure. Pupils then move from the natural environ to man-made systems of hydroponics and aeroponics in the open terrace outside the Art-room, before finally ending up in the library to research further on related subjects.

The school¡¯s ultimate aim is for pupils to develop a passion for life-long learning in an environment of care and respect. PRIME has opened many windows of opportunity for pupils¡¯ learning. We will continue to work at capturing these opportunities and contribute our bit to nation building.