Playford Primary School

Narratives

Architect Narrative

The brief from the Education Department for this project to provide a new primary school housing a core enrolment of 480 students required consideration of three particular aspects to progress education facility design:

· To consider new directions in education pedagogy and delivery emphasising activity oriented programs, and the changing nature of facilities to support this direction

· To explore opportunities for sharing accommodation with a private school co-located on the same site, including the provision of facilities neither alone could afford to provide

· To develop new benchmarks for ecologically sustainable development (ESD) in school building design, especially including features that provide learning opportunities in environmental best practice

These aspects separately, but more importantly together, provide design features and elements that enhance the learning opportunities and experiences of the occupants and have established this project as a model for current and future projects being developed.

ACTIVITY BASED LEARNING

The school catering for a core enrolment of 480 students from Reception through to Year 7 comprises four general learning unit modules of accommodation each catering for 120 students.

Each learning module contains four classrooms in two pairs, each pair easily openable with simple sliding partitions for flexibility.

Each module contains a technology (computer) pod, a small art annexe, a seminar/withdrawal space and staff preparation and storage accommodation.

Thus each module is largely self contained and able to deliver a significant part of the curriculum locally, with flexibility for various size student groups at any one time.

The wet area and technology area in each module are available at any time for student use and are readily supervisable from the classrooms.

External covered areas are accessible from the buildings and provide other formal and informal learning opportunities.

More specialised accommodation is provided in other buildings shared with the private school co-located on the site.

The Education Department standard brief of areas was not adhered to in detail and used only for global areas per student. The learning and support spaces were reconfigured from the standard schedule in a unique way to provide a different collection of room areas to suit the project brief requirement for flexibility and activity based program methodology.

SHARED FACILITIES

The government and private education providers collaborated in the development of the briefs for both schools to provide a range of shared accommodation, which would be available to the students of each of the schools.

Standard allocations from each provider were aggregated and then divided up into conventional and unique spaces in a way that gives a greater range of facilities than either school would be able to provide.

A joint library is provided at an area significantly less than the aggregate of the two normal contributions allowing additional space to be provided for other areas.

Other shared facilities including a practical/art area, information technology space, music/drama room and a joint use canteen.

The shared facility accommodation is centrally located between the two schools and grouped around a community court and amphitheatre providing a meeting and socialising place for the two schools.

In addition tennis/netball courts and grassed play areas are shared.

ECOLOGICALLY SUSTAINABLE DEVELOPMENT

The design incorporates a range of ESD initiatives ranging from well-established passive design principles to some unique experimental features.

Passive design features include:
· Correct building and window orientation

· Windows shaded from summer sun but maximising natural daylight, including skylights

· High levels of roof and ceiling insulation

· Rammed earth walls providing high thermal mass

· Opening windows and vents to maximise natural ventilation

Materials have been chosen for their reduced environmental impact and their contribution to air quality for a healthier indoor environment including:
· Natural linoleum and pure wool carpet floor coverings

· Paints with no volatile organic compounds

· Polyester blanket insulation

· Low embodied energy materials have been selected

Equipment and controls include:
· Thermal roof flues linked to wall grilles provide enhanced natural ventilation

· Timers and control systems are provided on lights and equipment

· Limited air conditioning is installed linked to the controls and flues for automatic or manual control of the internal conditions

· Management regimes have been developed with staff to establish good user control to reduce energy consumption

In total some twenty-five specific initiatives were incorporated into the project design.

The design details and features were selected to provide obvious examples and practical opportunities for learning about environment best practices in the design and management of buildings for the staff and students. The key to developing environmental awareness is to experience it in real life situations.

The lessons learned here can be applied in every aspect of life beyond the school situation.

The school’s energy consumption is being monitored to establish the extent of energy and greenhouse gas savings being made against benchmark levels for other school designs.

PLANNING PROCESS

Innovations in the planning and design processes which supported the realisation of these ideas, included:
· A detailed education brief was established identifying the learning methodology drivers for the design

· Post occupancy evaluations of the most recent similar school projects were undertaken

· A school principal’s ‘reactor group’ tested the proposals

· A structured set of working party and decision making groups from both education providers evaluated and agree on the best mix of sharing facilities and funding them

· Workshops were held to identify and evaluate the environmental features, participants including consultants, academics and researchers in the field.