Reece Community School

Narratives

Architect Narrative

1. What exemplary ideas does the design contain that enhance learning?

BACKGROUND - HOW A FIRE THAT DESTROYED A BUILDING CREATED A SCHOOL

The story that created the New Community School in Tasmania is no less inspiring than the environment for learning it promotes.

The fire that substantially destroyed the school in December 2000 created a great sense of loss among the residents of the community. Children and staff who attended the school were deeply saddened by this event, a trauma magnified each day as they were forced to travel to other locations while awaiting the fate of their old school.

REBUILD OR START ANEW?

At first, there was strong sentiment to rebuild the old school to restore the history that was lost and the community’s sense of pride. However, showing unusual courage and long term vision, the community opted instead to grow the school’s tradition but within the context of enhancing education delivery and strengthening the role of the school as the center of its community.

THE NEW SCHOOL AS A POWERFUL SYMBOL OF SCHOOL/CIVIC ENGAGEMENT

The redesigned New Community School represents an outstanding example of how a lost asset can be replaced while still creating an effective 21st century learning environment. Today, the project has become a powerful model of school / civic engagement that enhances educational opportunities for every resident while serving as a symbol for what can be achieved when communities work together to realize a shared vision.

That vision is now materializing within the originally allocated, and very modest, budget and a compressed timetable. The New School example is demonstrating that good ideas need not be expensive nor time consuming.

THE LEARNING SIGNATURE AND VISION

As the community gathered to decide the future of their school, they realized the importance of setting forth their common purpose.

One thing that everyone agreed upon was the need for a signature so that the New School could begin to reestablish its own unique identity.

The second was to create an overarching vision that could be used to inspire but also serve as a constant reminder about the purpose of school. The vision that thus grew out of a community consultation process is the benchmark against which all decisions regarding the New School’s development and implementation have and will be made.

SIGNATURE

The New Community School will foster a love of learning in all students through an integrated project-based curriculum. It will recognize and aim to fulfill the learning needs of all members of the community.

VISION

The New School will take advantage of the learning assets of the community and develop in students the skills they need to benefit society. Students will have a sense of ownership and safety and feel like they belong. The New School will be a learning community that allows teachers and students the freedom to express themselves with creativity and enterprise and to respond positively to challenges.

ENHANCED EDUCATION THROUGH ACTIVE PARTICIPATION, PROJECT-BASED AND INTEGRATED LEARNING EXPERIENCES

The openness to change that characterized the attitude of the community has resulted in a new and exciting opportunity to rise, literally, out of the ashes of the old school. Some of the innovations that will enhance learning opportunities for the students of the New School include:

* Maximizing opportunities for integrated, project-based learning that accommodates and extends the many ways in which students are ‘smart’

* Incorporating diversity and flexibility by providing multiple teaching and learning spaces (Principal Learning Areas, General Learning Areas and Project/Studio Areas; classrooms, presentation/assembly areas and dedicated workstation areas)

* Emphasis on the importance of the social dimensions of learning through the provision of attractive, safe and secure spaces for formal and informal learning.

* Implementing Principal Learning Areas concept. These Principal Learning Areas (PLAs) comprise a virtual “middle school” arrangement with a dedicated team of teachers. It provides a supportive transition from primary to high school.

* Providing a Personal Workstation for each Grade 9 and 10 student including a secure “locker” that they will ‘own’ for the year. This further supports the development from a student centered approach in years 7 and 8 to one in years 9 and 10 that promotes “personalized” and more independent learning.

SUMMARY OF SPECIFIC DESIGN FEATURES THAT ARE INCORPORATED TO ENHANCE LEARNING

o Variety of spaces and sizes to reflect different learning modalities.

o Enhanced flexibility (operable walls, internal glass and inter-connectivity of adjacent spaces).

o Provision of project learning areas.

o Maximizing use of natural light and ventilation and acoustic control

o Incorporation of individual space “ownership” – e.g. a workstation for each student in Grade 9 and 10.

o Innovative information resource center incorporating online learning and vocational education and further education resource information.

o Full service school offices and community access entrance.

o Community access facilities e.g. performing arts/catering complex.

o Innovative furniture and equipment

o Seamless ICT provision supporting notion of “anywhere/anytime learning”. This includes a central ICT-rich focal facility and de-centralized wireless and cabled systems across the New School.

2. What innovations in the planning, programming and design process supported the realization of those exemplary ideas?

DEVELOPING TRUST AND COOPERATION AMONGST A DIVERSE CONSTITUENCY

A diverse group of constituents from the State Government to the local school personnel, from students and teachers to local community residents, from business owners and civic/ cultural organizations to international experts brought in from the outside all worked together in a spirit of cooperation toward a common goal.

COMMUNITY CONSULTATION PROCESS- A KEY ELEMENT OF SUCCESS

Community consultation has been a key feature of the project and will continue to guide the process as the occupied New School evolves into a Community School.

The stages and major elements of this consultation included:

1) EDUCATION CONCEPT BRIEF GROUP, formed by the Education Minister and chaired by the Department of Education Deputy Secretary to identify best practice in facility design and pedagogical trends.

2) COMMUNITY CONSULTATIVE COMMITTEE to solicit input and analyze community issues and ideas

3) PROJECT STEERING COMMITTEE - overall responsibility for all aspects of project governance

4) COMMUNITY CONSULTATION WORKSHOP AND PLANNING SEMINARS led by an International education planning consultant to help focus the recommendations, develop the signature and vision statement for the New Community School and help with the strategic planning needed to realize the ambitious goals that were set.

LEARNING - MORE THAN JUST FACILITIES INNOVATION

Concurrent with facilities innovation, the New School is now actively working to ensure that appropriate curriculum development, professional learning and continued community collaboration and involvement are developed consistent with its adopted vision.

GENTLE FLAMES STILL BURN

As arsonist’s fire wiped away decades of school history in a small town that could ill-afford the loss. As they rallied to build anew, the community succeeded in creating a new kind of fire; this new fire, characterized by the spirit of resilience and openness to accepting change, has spread to other schools and communities in Tasmania who are actively learning from the innovations and initiatives being developed in the New Community School.

THE REAL ARCHITECTS OF CHANGE

For those who made this New Community School possible, there is no feeling of “having arrived”. In the same way that learning is a lifelong experience, so too, this New School will never really be complete. It will always be a work in progress and its architects will be the students, teachers and community residents who breathe life into it every day.