International School of Beijing - Shunyi

Narratives

Architect Narrative

The designers of this 2,600 student preK-12 international school were challenged to plan and design a school that delivers a top-rated western education within its local context for a student population representing over 50 nationalities. The school endeavors to develop students enriched by cultural diversity, that strive for personal excellence and that develop into responsible leaders in the global community.

Administratively, the school consists of an elementary school, middle school, and high school. The elementary school is developmentally focused; the middle school is theme-based and thematically oriented while the high school features the International Baccalaureate Program. The curriculum integrates Chinese Studies in all academic program areas. A fiber-based technology system is used as a learning tool with streaming video at each network connection. Approximately 80% of students are active in Sports, Visual and Performing arts, Model United Nations, and after school programs.

During the planning and design of the campus, the community and faculty initially offered input and reviewed the development at milestone dates. As a result, the school serves as a center for its community, offering professional theater facilities and support spaces, three full sized gymnasiums, three soccer fields, two baseball diamonds, full track and field amenities, and a 25m pool. In addition community-meeting rooms are available and the school’s three libraries offer print and technology resources during the school day and over extended hours at nights and weekends.

The project’s design weaves three strategic concepts throughout the facility. The school’s educational planning offers up-to-date and forward-looking principles to serve the community for years to come. The architectural design is modern and international to reflect the cultural diversity of the student body. The architectural planning becomes a tool to teach student about the rich planning devices found in Chinese residential architecture: Orthogonal planning oriented by the compass points, courtyards belonging to family units translated to school units, loggias to provide protected exterior areas, screens to mark arrival, frames to mark entry, and procession to provide formal order.

Organizationally, two interlocking L-shapes define the building: one supports community areas, the other supports classrooms. Distributed administrative suites connect the zones, providing passive supervision and defining courtyards that identify each school: high school, middle school, and elementary school. Each school has it’s own entry sequence that provides three-schools within one larger facility. For public events, a ceremonial courtyard provides both a grand entrance into the school and a gathering place for outdoor events.

Although not required local code, the building meets western safety and accessibility standards. Mechanical units are provided to provide healthy air exchanges, fire egress meets western standards, and the facility is fully accessible for those with physical challenges. Designed with vernacular planning devices, the facility has proven to be energy efficient, taking advantage of sunlight for heating and day lighting for illumination, both key features in the traditional local building practice. A site wall is provided around site’s perimeter to allow a safe environment internally.

The school is at once student-centered and community centered. Located in the heart of a residential development, the campus is within walking distance to most of its community. The building is flexible to allow a multiple of teaching models. In additional the providing spaces for a full academic and co-curricular program, student-friendly and age appropriate spaces are provided throughout the facility to provide both indoor and outdoor informal areas.