Classroom Design Report

8/14/2019 Classroom Design Report

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BestPractice inClassroomDesign

ACNielsen (NZ) LtdLevel 9 120 Victoria Street PO Box 11 3 ! "ellin#ton$ele%&one (0 ) 9' !'00 ax (0 ) 9' !'33


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E!ecuti"e #nsights

Bac(ground The Ministry of Education is tasked with empowering education and to thisend is in!estigating the impact that c"assroom design has on achie!ing

positi!e "earning outcomes for students.

This report detai"s findings from research conducted on #eha"f of theMinistry$s Property Management %roup to understand the factors thatinf"uence "earning outcomes in c"assroom and "earning en!ironments in &ew'ea"and.

Pur$ose The Property Management %roup of the Ministry of Education is consideringways in which it might pro!ide principa"s #oards of trustees and designconsu"tants with guidance on aspects of schoo" design with the aim ofimpro!ing "earning outcomes.

The aim of the study is to understand what key stakeho"ders consider areessentia" e"ements of good design in re"ation to c"assrooms schoo"s andgrounds.

8ethodolog This pro(ect was a two stage one) * pre"iminary +ua"itati!e phase consisting of in,depth face to face

inter!iews with each key audience conducted in -eptem#er and ear"ycto#er 2//4.

* semi,+uantitati!e sur!ey pi"ot phase using a se"f comp"etionmethodo"ogy for schoo" re"ated audiences and te"ephone for designconsu"tants conducted in &o!em#er and 0ecem#er 2//4.

The target audiences for the pro(ect were as fo""ows) Teachers Primary ntermediate and -econdary

-tudents ear 5 6 13

Principa"s and 7oards of Trustees

0esign *gencies

Continued on next page

var --- a%%s conversion t.% scratc& 2 1 90 11124doc$&is doc*.ent is con/idential and is intended /or t&e 5inistr, o / 6d*cation7s internal*se onl,4

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E!ecuti"e #nsights$ contin*ed

!chieved&am$les

The samp"es achie!ed for each stage were as fo""ows)

!udience :ualitative Pilot

eachers 8 139

&tudents 5 283

Princi$als and

Boards of rustees

3 Principa"s 14 Principa"s

3 7oard Mem#ers 12 7oard Mem#ers

Design Consultants 3 5

+ ! 2' 4##

The ;ualitative study was conducted primari"y in the :e""ington region.

The $ilot study was conducted among 15 schoo"s. These were se"ected toachie!e a mi; of deci"es deci"e secondary


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sporting or cu"tura" achie!ement pre!ious"y identified are supported #y thec"assrooms and o!era"" schoo" en!ironment.



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Principa"s consider the o!era"" design of the schoo" shou"d #oth support the!ision of the schoo" and show support to the peop"e who use the schoo"

management administration and teachers . This sense of >professiona"!a"ue$ is manifested #y principa"s ensuring spaces such as staff workroomsfaci"ities and e+uipment are considered in o!era"" schoo" design. Thesefactors are considered as the foundation of positi!e "earning outcomes , ifstaff and teachers fee" !a"ued and we"" resourced their de"i!ery of thecurricu"um to students is enhanced.

Principa"s a"so consider the wider schoo" community$s needs such aneigh#ours and parents in any design considerations. This wider scope is afeature of schoo" management inc"uding some trustees and high"ights

principa"s= ro"e in meeting the needs of many stakeho"ders.

:hi"e schoo" management can c"ear"y articu"ate the "ink #etween theirschoo"$s educationa" !ision and their approach to c"assroom and o!era""schoo" design is c"ear"y articu"ated #y schoo" management there are

#arriers to ensuring "earning outcomes are prioritised in property pro(ects.These inc"ude #udget constraints and #a"ancing other inf"uences on

property pro(ect decisions such as &' standards -? regu"ations and si@e

and space a""ocations. -choo"s can strugg"e to meet a"" their o#"igationsand "earning outcomes whi"e paramount in theory can #e "ost in practice.

/hether theeachi

ng&$ace8a(esaDifference to

earning+utcomes

Principa"s and teachers were asked which of a "ist of prompted factors theyconsider make the #iggest difference to students$ "earning outcomes.

The teacher$s own e;perience and ski""s is considered to #e the maincontri#uting factor #y #oth teachers and principa"s.

?owe!er one in three acknow"edged that the teaching space itse"f makes a #ig difference.

:hen asked specifica""y a#out the e;tent to which the teaching space itse"fcontri#utes to student "earning outcomes a"" audiences consider theteaching space makes a su#stantia" contri#ution. * >+ua"ity$ teaching spacecan great"y enhance "earning outcomes whereas con!erse"y a poor"ydesigned and resourced teaching space can constrain the potentia" of a goodteacher.


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n the words of a secondary teacher inter!iewed in the +ua"itati!e phase)

A good environment supports and enhances the teacher and students. its comfortable for both, in terms of temperature, light, amount of light,distractions .

7oth teachers and students pro!ided e;amp"es of #est and worst c"assroomsfrom their e;perience in support of their perspecti!e on the impact of theteaching space.

he -e7eatures of a/ellDesigned

eaching

&$ace

*"though the study was +ua"i


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*t primary "e!e" ade+uate storage spaces for #oth teachers and studentsand at secondary "e!e" easi"y accessi#"e resources.

Comforta#"e seating and good +ua"ity desks) -econdary students particu"ar"y ma"e students identified seating comfort as a key contri#utorto "earning.

?a!ing good +ua"ity computer access recei!ed a high "e!e" of mention particu"ar"y from primary students.

%enera" +ua"ity of the "earning en!ironment in terms of maintenancestandards use of wa"" space to disp"ay students$ work and topica"

posters etc.

7eyond the immediate teaching space en!ironment other factors are ofhigh importance in particu"ar) *ccessi#"e and we"" maintained toi"ets.

Decreation and socia"isation spaces for students.

-upport spaces for teachers.

eaching&$ace&i=eand

a out

The overall si=e of the teaching space is critica" to teaching outcomes from #oth a teaching and student perspecti!e. 7eing in a cramped space that is toosma"" for the way teachers want to use the space and


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desks to #e spaced in a way that pro!ides persona" space this was particu"ar"y important to fema"e students and the opportunity forteachers to mo!e around the c"ass and attend to indi!idua" students.There is a"so space for student #ags.

desks spaced far enough apart not to #e a#"e to ta"k easi"y. -e!era"students indicated that noise "e!e"s appear greater in sma""er c"assroomsand suggested that #ecause desks are c"oser together they tend to ta"kmore than if desks are we"" spaced.

Gua"ity pro(ection onto white#oards.

&$ace sha$e and height are a"so important with teachers and studentse;p"aining that "ong narrow spaces can affect students$ a#i"ity to see the

#oard and hear the teacher and the teacher$s a#i"ity to monitor acti!ity atthe rear of the room. ?igh cei"ings are preferred o!er "ow cei"ings for the >fee" good$ fee"ing

of spaciousness a"though high cei"ings can create echo if notconstructed of appropriate materia"s .

!ccessi0le resources and ade;uate storage s$aces are an importantcomponent of an appropriate"y si@ed teaching space as they contri#ute tothe teacher$s a#i"ity to p"an and #e organised. Harious comments weremade a#out the nature and shape of storage spaces she"!ing etc.

!ir 7lo) andem$e

ratureContro

l

*"" audiences regard !enti"ation and temperature contro" as critica" to a goodteaching "earning en!ironment o!era"" with the aim of minimising stuffinessand C 2 #ui"d,up thus ensuring students can stay awake and attenti!e duringc"ass. n discussion of #est and worst c"assrooms teachers tended to ta"k

more a#out !enti"ation whereas students tended to ta"k more a#out the a#i"ityto maintain a good temperature. !ir circulation and flo)3 > air needs to #e kept mo!ing so that it is

rep"enished consistent"y. an acti!e air f"ow a"so pro!ides some way to minimise the effects of

an o!erheated c"assroom. airf"ow needs to #e +uiet to pre!ent distraction and a"so needs to #e

uniform throughout the space so that "oca"ised draughts and hot orcoo" spots are a!oided.



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em$erature control 6 airf"ow needs to remo!e hot air and pro!idecoo"ing #ree@es so that users of the space are not o!erheated or fro@en. -tudents comp"ained of distracting draughts in o"der schoo"s from

"ou!re windows and poor"y fitting doors and


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ighting Iighting is one of the top three factors in he"ping create a positi!e "earningen!ironment. Teachers consider it !ita" to ha!e contro" o!er "ighting "e!e"s. Teachers and students ha!e a genera" preference for natura" "ighting

sources o!er artificia" and an acti!e dis"ike of f"uorescent "ightingg"are f"icker and impact for some specia" needs students a"though

teachers acknow"edge that artificia" "ight has a supporting ro"e to p"ay. &atura" "ighting !ia good si@ed windows he"ps to create a sense of

physica" and menta" we""#eing. n contrast a c"assroom with "imitednatura" "ighting appears g"oomy and depressing. :indow height is aconsideration a"so) teachers who commented indicated a preferencefor higher "e!e""ed windows to minimise the e;terna" distractionfactor whi"e ma;imising natura" "ight and creating the i""usion ofopenness. -tudents on the other hand particu"ar"y primary students

#e"ie!e a peacefu" !iew is conduci!e to thinking and "earning. &atura" "ighting does howe!er ha!e some downsides in particu"ar

an ina#i"ity to contro" it. Teachers and students emphasised the needto keep direct sun"ight off #"ack#oards and white#oards andstudents$ heads and faces #oth in unprompted comments and !ia

importance ratings +uestions. 0esign consu"tants a"so consider natura" is prefera#"e to artificia" "ight

as "ong as it is uniform consistent and can #e managed ie #"ocked outor "et in .

ey re+uirements of "ighting for good "earning outcomes are as fo""ows) t does not tire teachers$ or students$ eyes and a""ows them to

concentrate without distraction or g"are. t is ade+uate for the tasks in the room and f"e;i#"e to changing needs

and tasks. dea""y there wi"" #e specific task re"ated "ighting in specia"istareas.

t takes into account "ocation of PC$s and screens


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Efficienc 6 0esign consu"tants raised the topic of energy efficiency andthe importance of considering sustaina#"e "ight sources as we"" as ongoingcosts for schoo"s to minimise energy costs.

!coustics andnoisemanag

ement

*coustics and noise management genera""y recei!ed "ower "e!e"s ofunprompted mention than the pre!ious"y identified factors. ?owe!er onceasked to rate the importance of #eing a#"e to hear the teacher and from the

teacher$s perspecti!e #eing a#"e to communicate without ha!ing to raiseone$s !oice or get !oice strain acoustics and noise management assumed amuch higher "e!e" of importance.

There are three aspects to acoustics and noise management) minimisationof noise within the c"assroom from surrounding c"assrooms and corridorsand from the wider en!irons. Minimising noise within the c"assroom is thegreatest priority. :ithin the c"assroom and f"ooring materia"s respondents identified the

need for construction materia"s that a#sor# sound and reduce echoes)

teachers and students identified a preference for carpeted f"oors tohe"p a#sor# sound.

wa"" surfaces hard surfaces a#sor# "itt"e sound . cei"ing height and materia"s higher cei"ings are preferred to "ower

ones a"though they can create an echo. *coustic cei"ing ti"es wererecommended as a good so"ution .

+ua"ity of doors into corridors or #etween c"assrooms teachers spokeof the need for fu""y sound,proofed doors .

materia"s used in wa""s #etween c"assrooms. Minimising potentia" sources of e;traneous noise from within the

c"assroom from students chatting noisy fans and computer hum etc isimportant.

&oise sources outside the c"assroom)

noisy corridors again design materia"s are regarded as affecting"e!e"s of noise 6 wooden ones were criticised .

teachers and students in surrounding c"asses or on sports fie"ds. e;traneous noises from surrounding streets such as traffic noise fire

sirens airp"anes o!erhead etc.Continued on next page


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n addition to using construction materia"s that a#sor# sound and echoesthe use of sound management systems that fi"ter or amp"ify teachers$ !oiceswas suggested. Teachers who had used such systems were e;treme"y

positi!e a#out their potentia" to he"p a"" students in the room to hear #etterand to reduce !oice strain.

7urniture The +ua"ity of furniture ranked third in priority for secondary students.

ey re+uirements of seating and desks are that they are) Dura0le and ro0ust . -e!era" teachers commented that ha!ing good

+ua"ity furniture with dura#"e surfaces promotes respect for the space. -eats and ta#"es of a$$ro$riate si=e6 "arge enough to accommodate

#igger students and in terms of desks "arge enough to accommodate ane;ercise #ook and te;t#ook.

Furniture that is ergonomicall a$$ro$riate . This means ad(usta#"e interms of height and chairs that whi"e sturdy are not too hea!y.

There is a disli(e of 0uilt in or fixed furniture that reduces thef"e;i#i"ity of the space$s c"ass and seating "ayout and a preference formo!a#"e furniture.

/ell maintained ta0les and chairs that don$t snag c"othes wo##"e onthe f"oor or create other distraction.

!$$ro$riate for its setting for e;amp"e whether a standard orspecia"ist space .

!llo)ance fore)echno

logies

Making a""owance for new techno"ogies is considered !ita" gi!en the changesthat techno"ogies such as computers e"ectronic white#oards and soundmanagement systems ha!e #rought to the c"assroom.

ey re+uirements are to) !ntici$ate ne) technolog 6 ensuring as much as possi#"e that new

designs a""ow for techno"ogy for the present and the future. Thisensures f"e;i#i"ity of use for the space adapta#i"ity and >future,proofs$the c"assroom against in!asi!e and e;pensi!e re,ca#"ing.


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Provide flexi0ilit 6 ensure p"acement of computers and CT isrestricted as "itt"e as possi#"e #y p"acement of p"ugs and modem pointsin the room. This a""ows teachers ma;imum f"e;i#i"ity in room "ayoutand teaching sty"e. *""owance for sufficient te"ecommunications and e"ectric p"ugs to

ena#"e f"e;i#i"ity.

The need for wider access to computer e+uipment itse"f was an issue raised primari"y in primary schoo"s.

:ualit ofClassroom andGeneral&chool8aintenance

*s a"ready out"ined the o!era"" appearance of the teaching space matters andsigna"s whether or not the space is intended for "earning and whether or not itis a space to #e respected.

For #oth teachers and students the genera" maintenance condition of thec"assroom is considered to affect "earning. Poor"y maintained fi;tures such asdoors that don$t c"ose windows that no "onger open and damp patches canha!e a tangi#"e impact on "earning. Poor"y maintained furniture is a"so an

issue as pre!ious"y discussed.

*part from signa""ing a "ack of commitment on the schoo"$s part toensuring a +ua"ity "earning en!ironment e!en a messy c"assroom is seen asha!ing the potentia" to affect interest in and a#i"ity to "earn.

The point shou"d #e noted that ha!ing c"ean and we"" maintained toi"etswas the most important feature o!era"" from teachers$ perspecti!e.

&u$$ort&$acesfor

eachers

eaching su$$ort s$aces

Teacher support spaces encourage a professiona" attitude as we"" as #eing asigna" that teachers and their work are !a"ued #y the schoo". They pro!ide a

p"ace for teachers to p"an their teaching acti!ities to ha!e +uiet space awayfrom students and the staff room a p"ace to store resources and for socia"time with team co""eagues. Thus they can contri#ute teachers$ a#i"ity toenhance "earning outcomes #y ensuring they are rested and organised forde"i!ering the curricu"um.



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*de+uate storage space and pro!ides ready access to teaching resources.Teachers had a"ready identified storage and resource management space

as one of the key factors in a we"" designed teaching space -pace that is f"e;i#"e pro!iding opportunity for "esson preparation team

meetings and socia"isation -pace that is CT friend"y and accessi#"e with power points etc.

*s with the main teaching space the +ua"ity of !enti"ation and "ightingneeds to #e considered.

?a!ing mo!a#"e seating and furniture is a"so important.

-upport spaces need to #e secure and "ocka#"e.

?aving access to additional s$ace for s$ecialist teaching activities

!er ha"f of the teachers who responded to the sur!ey said that ha!ingaccess to additiona" space for specia"ist teaching acti!ities is !ita" or !eryimportant. This was particu"ar"y the case for teachers whose main space isa specia"ist space.

ey re+uirements of additiona" space for specia"ist acti!ities were for) The a#i"ity to manage CT re"ated acti!ities such as showing !ideos to

students. ?a!ing space appropriate for group acti!ities particu"ar"y at primary

"e!e". Primary teachers a"so want additiona" space a!ai"a#"e forindi!idua" tuition and assessments and "earning acti!ities for specifictopics.

* range of specific curricu"um areas were mentioned) the main onessuch as art physica" education science music etc tended to #ementioned #y primary teachers as secondary teachers are "ike"y to #eworking within specia"ist spaces that meet the needs of such su#(ects.



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&$ecific !reasfor&tudents

Teachers and students consider it !ita" that there are appropriate areas in theschoo" for students to socia"ise and #e a#"e to do recreationa" acti!ities thatare not part of their regu"ar teaching space.

-uch spaces he"p to ensure students fee" some ownership and that they are!a"ued within the schoo" as peop"e not (ust as teaching su#(ects. *t a practica""e!e" such spaces pro!ide somewhere to go to use up pent up energysocia"ise work +uiet"y or to ta"k to each other.

The key needs of such space were for) utside spaces with grass seating shaded and protected from sun wind

and rain *cti!ity and sports oriented areas such as courts ad!enture p"aygrounds etc. These were mentioned main"y #y primary studentswith more "imited mention #y secondary students. There is a need for

#oth acti!e and passi!e recreationa" areas. nterna" spaces for getting together and >hanging out$ such as common

rooms. Iunch spaces with ta#"es.

Guiet study spaces.

-uch areas are considered to #e important for (unior students and not (ustfor senior "e!e"s.

The importance of ensuring student safet in any recreationa" andcommuna" spaces was stressed #y design consu"tants and teachers. Thismeans a focus on minimising iso"ated or dangerous areas ensuring that the>f"ow$ of the schoo" does not encourage #u""ying and a""owing for physica"separation #etween #igger o"der students from younger sma""er students.

Teachers and consu"tants ta"ked of achie!ing this #y creating separate>@ones$ for different age,groups within the schoo" whi"e sti"" maintaining asense of #e"onging and connectedness to the who"e space.



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/iderGrounds and&chool

*"though the focus of this pro(ect was primari"y on the c"assroomen!ironment and its contri#ution to student "earning outcomes there wassome discussion of the importance of the wider schoo" grounds and "ayout.

The o!era"" goa" is to achie!e a cohesi!e and connected space for the schoo"to perform we"". Thus o!era"" "ayout space she"ter and communitygathering p"aces such as assem#"y ha""s are a"" important. &$ace and shelter outside as >o!erf"ow$ from the c"assroom so students

can #e outside #ut sti"" !isi#"e to the teacher. &hade she"ter and opportunity for recreation.

Places the )hole school can gather 6 "arge spaces for ceremony andgathering for performances.

Pla ing fields need to relate to the )hole school not hidden away assport is socia" as much as it is physica".

eed to $lan for student flo) 4/ to 5/ minute "esson "engthsparticu"ar"y in secondary schoo"s means there are "arge amounts of

peop"e mo!ing a#out the schoo" during a short space of time. The

o!era"" schoo" p"an needs to f"ow we"" to ensure there are no grid"ocksor congested areas which can create difficu"ties with c"asses starting"ate for e;amp"e.

eed to (ee$ cars and strangers out > carpark p"acement and pick upand drop off points need to #e we"" designed to pre!ent congestion. Thefront of the schoo" needs to #e in!iting and we"coming #ut not a""ow

peop"e to wander free"y a#out the >pri!ate$ spaces of the schoo".


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Reco%%endations for Best Practice &uidelines

In Conclusion The findings of this study confirm the findings of other research from theJ-* and *ustra"ia such as C enneth Tanner Jni!ersity of %eorgia J-*and enn Fisher 0irector Du#ida Desearch *ustra"ia ) name"y that theteaching space en!ironment can enhance or detract from students$ "earninga#i"ity.

Teachers and principa"s agree that positi!e "earning outcomes for studentsoccur from a com#ination of in order of importance teacher ski""s ande;pertise resources a!ai"a#"e and the "earning en!ironment.

* we"" designed "earning en!ironment wi"" enhance the teacher$s a#i"ity tode"i!er the curricu"um. :hi"e c"assroom design is not the maincontri#uting factor in enhancing "earning outcomes a poor"y designed"earning en!ironment wi"" detract from "earning.

Develo$ment of guidelines

The Ministry is de!e"oping ad!ice and guidance on aspect of schoo" designthat impact on "earning outcomes to he"p schoo"s e!a"uate their needs inre"ation to c"assroom design and rede!e"opment.

n addition to identifying a "ist of priorities for consideration werecommend that the Ministry consider de!ising sets of +uestions forschoo"s to consider in re"ation to each topic.

-eConsiderationsin&choolDesign

Factors such as ensuring consu"tation f"e;i#i"ity adapta#i"ity considering thewho"e schoo" en!ironment and conte;t and ensuring a "ink with the curricu"umand Fi!e ear P"an are a"" key considerations for schoo"s and designconsu"tants.

:e recommend the Ministry high"ight these factors in guide"ines for schoo"s toconsider in new or rede!e"oped space p"anning.



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Reco%%endations for Best Practice &uidelines$ contin*ed

+vervie) of-e7actorsinClassroomDesign

n the #asis of this pro(ect guide"ines shou"d make reference to each of thefo""owing c"assroom and schoo" features to ensure that each is considered #ythe schoo" and designers and to he"p schoo"s identify the #est possi#"e !a"uefor money when designing new c"assroom spaces

The teaching space si@e shape and features. %enera" +ua"ity of the

"earning en!ironment in terms of maintenance standards use of wa""space to disp"ay students$ work and topica" posters etc. Means of !enti"ation and temperature contro".

Iighting.

*coustics and noise management

Construction materia"s furniture and furnishings

*""owance for CT

The wider schoo" en!ironment)

eaching&$ace&i=eand

a out

The physica" dimensions and structure of the teaching space are critica" to pro!iding teachers with f"e;i#i"ity in de"i!ering the curricu"um and achie!ing+ua"ity "earning outcomes.

%uide"ines need to address)

-pecification of the amount of space re+uired per student. This needs toinc"ude a""owance for physica" re+uirements in terms of desk si@e #uta"so for and emotiona" persona" space.

-pace dimensions)

of a shape that ena#"es the space to #e modified for different teachingoptions group one,one,one sma"" group

not too "ong and narrow with reasona#"e cei"ing height *""owance for storage spaces


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:indow and so"id wa"" ratios)

:indows to a""ow for natura" "ight positioned at a height to a""owstudents a >thinking$ !iew in the e!ent of a peacefu" out"ook

-ufficient wa"" space to a""ow for presentation of student workteaching materia"s etc.

*""owance for storage spaces she"!ing etc. *ccessi#"e teachers support space that is purpose designed to a""ow for

"esson p"anning and administration and if space permits of a si@e thatena#"es sma"" group meetings and socia"isation.

!ir 7lo) andem$e

ratureControl

Gua"ity of air is critica" to c"assroom users for comfort a"ertness andconcentration. * comforta#"e temperature) ade+uate warmth in winter andcoo" in summer is a #asic human need.

*"" audiences regard !enti"ation and temperature contro" as critica" to a goodteaching "earning en!ironment o!era"" with the aim of minimising stuffiness

and C 2

#ui"d,up thus ensuring students can stay awake and attenti!e duringc"ass. * !enti"ation system that rep"enishes air and keeps it mo!ing. ther key

aspects of !enti"ation are that) The system is +uiet in operation That de"i!ers air uniform"y in such a way that it is not directed onto

students. t has fi"ters to remo!e dust partic"es and odours.

* system with "oca" contro" whether heat pump or centra" heating.

* system that does not intrude into the teaching space

* system that is energy efficient.

Consideration needs to #e gi!en to teachers$ and students$ preference forwindows that openK howe!er taking into account the fact that this may #e asu#,optima" design so"ution.



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ighting Iighting guide"ines need to address the fo""owing) The need for "ight sources that ma;imise use of natura" sources and

minimise g"are within the c"assroom. dea""y accommodating teachers$ and students$ preference for natura"

"ighting sources. -upp"emented #y artificia" sources that are not f"uorescent #ased.

The need for contro" at the indi!idua" teaching space "e!e" with the a#i"ity

for separate contro" of task areas student seating and front #oard areas. Cost efficiency.

!coustics andnoisemanagement

*#i"ity to hear the teacher is crucia" for enhancing "earning outcomes as is #eing a#"e to conduct sma"" group discussions and one,on,one con!ersations.

%uide"ines need to focus on)

:a"" cei"ing door and f"oor construction materia"s within thec"assroom and #etween c"assrooms.

The #enefits of sound management systems that fi"ter or amp"ifyteachers$ !oices.

7urniture Furniture such as student desks and chairs are often not inc"uded in contractsfor reno!ation pro(ects. %i!en the importance of comfort and ergonomics inaiding concentration particu"ar"y for students the Ministry shou"d considerasking schoo"s to consider inc"uding furniture in any pro(ects commissioned.

ey re+uirements of seating and desks particu"ar"y for secondary schoo"sare that it is) Ergonomica""y designed and si@ed ade+uate"y for students of the twenty

first century. *d(usta#i"ity si@e and height are important. -tand a"one units that can #e used in different groupings.

0ura#"e and ro#ust and of materia"s and surfaces that wi"" withstanddai"y wear and tear.



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Constructionmaterials for

eaching&$acesand&urrounds

%uide"ines need to present #est practice in design materia"s with focus onde"i!ering the fo""owing) -urface dura#i"ity in terms of ease of maintenance.

*coustic appropriateness in terms of sound and echo a#sor#ance. Fore;amp"e the use of acoustic cei"ing ti"es non,wooden f"ows sound,proofdoors and wa""s #etween c"assrooms.

:armth) good +ua"ity insu"ation materia"s to reduce temperaturef"uctuations. For e;amp"e carpet or part carpet is considered to #egood for warmth and acoustic reasons a"though it may createmaintenance issues.

Co!erings for windows to pro!ide the a#i"ity for shade in the e!ent ofincoming direct sun"ight through to comp"ete #"ackout.

!llo)ance forechno

log

CT can enhance "earning outcomes if it is f"e;i#"e if it can #e adapted for theuse of new techno"ogy and if students can interact with it in different ways

a"one in "arge or sma"" groups or one,on,one for specia"ist needs .

Consideration of CT needs to predict future needs and re+uirements and #ui"ding capa#i"ity into current pro(ect design so cost"y reworking is notre+uired in the future.

%uide"ines need to take into account the Ministry$s CT strategy forschoo"s and at a practica" "e!e" remind schoo"s to a""ow ade+uate"y forte"ecommunications computers and e"ectronic teaching aids inc"udingwhite#oards sound management systems etc.



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on eaching!reasfor&tudents

%uide"ines shou"d discuss the ro"e non,teaching spaces for #oth senior and (unior students p"ay in encouraging ownership of the schoo".

The key needs are for) Easi"y accessi#"e c"ean and we"" maintained toi"et faci"ities

utside spaces with grass and seating that are shaded and protectedfrom sun wind and rain

*reas for more acti!e recreation and sports acti!ity) such as sportscourts p"aying fie"ds and in primary schoo"s ad!enture p"aygroundsetc.

nside spaces for socia"ising

Iunch spaces with ta#"es.

Guiet study spaces 6 which cou"d #e inc"uded as part of "i#rary faci"ities.

Consideration for student safety needs to #e factored into the design of a""student specific areas.

/iderGrounds and&chool

The #est o!era"" schoo" design for "earning outcomes is we"" p"anned ensuresa re"ationship #etween a"" e"ements c"assrooms outdoor spaces "i#rarysocia" spaces grounds and the community and is de!e"oped as a systemrather than discrete e"ements.

:e recommend the Ministry suggest master p"anning for schoo"s in theguide"ines so schoo"s are o#"igated to think more a#out the "ong termre"ationships #etween spaces at the schoo".



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Business Needs Assess%ent

Bac(ground The Ministry of Education is tasked with empowering education and to thisend is in!estigating the impact that c"assroom design has on achie!ing

positi!e "earning outcomes for students.

Research+0Aectives

The o!era"" outcome of the work is to im$rove student learning outcomes.The aim of the research is to)

Pro!ide an understanding of what constitutes good or poor c"assroomand schoo" design and

Ha"idate a series of parameters the Ministry has de!e"oped from paste;perience and ana"ysis of internationa" "iterature.

The specific information o#(ecti!es for each audience were as fo""ows)

eachers3

The Ministry is seeking information of a practica" nature from teachers in particu"ar)

The e;tent to which the +ua"ity of schoo" property and the teachingspace en!ironment are considered to make a difference to "earningoutcomes

The e;tent to which current c"assroom teaching space design restrictsteachers$ "earning approaches for different types of "essons and


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Business Needs Assess%ent$ contin*ed

Perceptions of support space for teachers such as workrooms socia"areas administration areas staff meeting rooms

Features of good +ua"ity schoo" #ui"ding

The e;tent to which e;terna" aspects of schoo" grounds and schoo""ayout are considered important in creating a good "earning or socia"en!ironment and the key priorities in re"ation to this

&tudents3

ey information needs among students inc"uded) e;periences of #est and worst teaching spaces.

perceptions of the impact of teaching space on their ease of "earning

importance of areas for students to socia"ise

Princi$als and rustees3

The e;tent to which the +ua"ity of schoo" property is considered to makea difference to "earning outcomes and which aspect


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Business Needs Assess%ent$ contin*ed

Design Consultants3

ey information needs among design consu"tants inc"ude the fo""owing) ey aspects considered in designing a new schoo" #ui"ding or

remode""ing an e;isting #ui"ding ?ow so"utions such as room "ayout or the +ua"ity of the interna"

en!ironment that might impact on "earning outcomes are assessed

:hat standards are used in considering) acoustics day"ight artificia""ight air +ua"ity

comp"y with the current &' -tandards *ssociation -tandards andMinistry$s 0esign


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Research Design

Introduction This pro(ect was conducted in two stages) * pre"iminary +ua"itati!e phase consisting of in,depth face to face

inter!iews with each key audience. * semi,+uantitati!e sur!ey pi"ot phase using a se"f comp"etion

methodo"ogy for schoo" re"ated audiences and design consu"tants.

The target audiences for the pro(ect were as fo""ows) Teachers Primary ntermediate and -econdary

-tudents ear 5 6 13

Principa"s and 7oards of Trustees

0esign *gencies

8ethodolog The methodo"ogy for the two stages of the pro(ect was as fo""ows.

&tage 1 > :ualitative Phase

This pre"iminary +ua"itati!e phase was undertaken in -eptem#er and ear"ycto#er 2//4 primari"y in the :e""ington area. Gua"itati!e researchers

undertook face to face indepth hour "ong inter!iews with mem#ers of eachtarget audience.

The Ministry supp"ied the names of se"ected schoo"s that had recent"yundertaken some pro(ect and capita" works to ensure the samp"e contained

peop"e with e;perience of designing c"assrooms. *C&ie"sen contactedthese schoo"s direct"y and re+uested an inter!iew on #eha"f of the Ministry.*ppointments were made to conduct the inter!iews at the schoo" or office

of the respondents. *dditiona" respondents were recruited throughnetworking.

Guestionnaires were "oose"y structured and modified as fie"dwork progressed.

0ata were manua""y ana"ysed and top"ine feed#ack and de#riefing pro!idedto the Ministry to ensure the information from each audience was of !a"ue.



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Research Design$ contin*ed

&tage 23 :uali@:uant Pilot

* se"f comp"etion methodo"ogy was used for schoo" re"ated audiences anda te"ephone methodo"ogy for design consu"tants.

Fifteen schoo"s were se"ected #y the Ministry to pi"ot each +uestionnaireand pro!ide pre"iminary resu"ts. The Ministry sent a "etter to the principa"of se"ected schoo"s asking for participation in the pro(ect a"ong with a packof +uestionnaires co"our,coded for each audience. *C&ie"sen fo""owed the

"etter with a confirmation phone ca"" and esta#"ished a point of contact ateach schoo".

Deturns were monitored to ensure +ua"ity and to fo""ow up on schoo"s c"oseto the dead"ine. Guestionnaires were comp"eted #y schoo"s in &o!em#er2//4 and returned to *C&ie"sen in 0ecem#er 2//4.

C"osed and open,ended +uestions from the returned +uestionnaires werecoded and ana"yses #y computer.

Incentives eachers > for stage 1 inter!iews teachers were offered L3/ in !ouchers.

Princi$als 6 for stage 1 inter!iews principa"s were offered L5/ forthemse"!es or for the schoo"

&tudents 6 for stage 1 inter!iews students were offered L2/ in !ouchers

Design Consultants 6 no incenti!e was pro!ided

7or stage 2 intervie)s6 each schoo" was offered the e+ui!a"ent of oneteacher re"ease day as a thank you for their time and participation.

0ata were manua""y ana"ysed and top"ine pro!ided to the Ministry toensure that the information from each audience was of !a"ue.

:uestionnaireDesign

The pi"ot +uestionnaire inc"uded #oth open ended +uestions in!itingaudiences to e"a#orate on their e;periences and c"osed ended rating +uestionsto pro!ide some comparati!e data on what features matter most.



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The principa" and trustees +uestionnaire focused on the o!er!iewstrategic issues.

The teacher +uestionnaire had the greatest depth of detai"

Ianguage and termino"ogy were modified for each audience. For e;amp"efor younger students words such as >noise$ and >sound$ rep"aced termssuch as >acoustics$ and >sound dampening$.

&am$les &tage 1 > :ualitative Phase

* tota" of 2/ inter!iews were undertaken across the audiences with thefo""owing structure.

&tage 23 :uali@:uant Pilot

* range of schoo"s were se"ected for the pi"ot stage. The aim was toachie!e co!erage of different c"imatic factors ur#an and rura" settings arange of deci"e "e!e"s as we"" as achie!ing a good mi; of student agesethnicities etc.



Page 35

!udience !chieved Intervie)s

Teachers 8

-tudents 5

Principa"s and 7oards of Trustees3 Principa"s

3 Trustees

0esign Consu"tants 3

+ ! 2'


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!udience !chieved Returns

Teachers 139

-tudents 283

Principa"s and 7oards of Trustees14 Principa"s

12 Trustees

0esign Consu"tants 5+ ! 4##

More specific detai" a#out the composition of the samp"e from each of theschoo"s is appended in *ppendi; .

Each schoo" was asked to return a set num#er of comp"eted +uestionnairessee ta#"e . This was not uniform"y achie!ed. More detai" of num#er of

returns from each schoo" is appended at *ppendi; .

The fo""owing ta#"e indicates the num#er of responses from primary andsecondary schoo"s in the pi"ot samp"e.

Com$leted ;uestionnaires Primar &econdar

Teachers 89 A/

-tudents ear A 6 ear 13 124 139

Principa" 9 5

7oard of Trustees property A 5

+ ! 2'" 21"

&chool Details 0etai"s of the schoo" re"ated samp"es achie!ed in the +ua"itati!e phase and the pi"ot phase are inc"uded at *ppendi; 1



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DesignConsultant&am$le

Eight design consu"tants were inter!iewed. These were se"ected #y theMinistry of Education #ased on their work on schoo" design o!er the past fewyears inc"uding remode""ing and designing new schoo" #ui"dings.

Each design consu"tant had a range of e;perience with designing either newschoo" #ui"dings or remode""ing o"der ones. The Ministry pro!ided*C&ie"sen with a se"ection of nine design consu"tants and eight werea!ai"a#"e during the fie"dwork period.

The fina" samp"e was as fo""ows) Three design consu"tants) one in :e""ington and two in *uck"and

Fi!e consu"tants) four in *uck"and and one in Tauranga.


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Notes to Report

his re$ort This report com#ines the findings of the pre"iminary pi"ot inter!iews and the pi"ot study.

Re$ort otes n reading this report the fo""owing points shou"d #e noted. This samp"e was a pi"ot samp"e and not fu""y representati!e of &ew

'ea"and$s schoo" popu"ation and the fo""owing points a#out the samp"eshou"d #e noted. The aim with schoo" se"ection was to inc"ude a range of schoo"s in

terms of deci"e secondary


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Notes to Report$ contin*ed

Re$ort&tructure

This report first "ooks at o!era"" factors and the impact of c"assroom design on"earning outcomes from an o!er!iew perspecti!e then each main feature thatcontri#utes to student "earning is discussed in greater detai".

erminolog The term >trustees$ or >#oard mem#ers$ is used to refer to 7oard of Trusteemem#ers.

*er0atimComments

-ome !er#atim comments are inc"uded from respondent +uestionnaires to pro!ide an understanding of the way in which the different groups ta"k a#outwhat matters in c"assroom design. t is important to remem#er thatrespondents are not technica" e;perts in reading these.

!c(no)ledge@ments

:e wou"d "ike to acknow"edge the contri#ution schoo"s their managementstaff and students and design consu"tants ha!e made to this pro(ect.


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School Profiles

:uantitativePhase&choolProfiles

The fo""owing is a detai"ed #reakdown of the schoo"s that particpated in the+uantitati!e phase of the research.

Pilot &am$le&choolProfile

Fifteen schoo"s were inc"uded in the +ua"i,+uantitati!e samp"e. -i; of thesewere primary three intermediate and si; were secondary.

Prim. &ec.Base "

no no0eci"e1..............................................................................2 12..............................................................................2 13,4..........................................................................1 25,8..........................................................................2 11/............................................................................2 1

Extent of e) Design and Remodelling /or(

The ta#"es #e"ow indicate the incidence and e;tent of new design orremode""ing work within fourteen schoo"s.

*"" had undertaken remode""ing work and most had had in!o"!ement withdesign of new #ui"dings.

Prim. &ec.

Base n 14 excludes one school " ,no no

Demode""ing or design work undertaken0esign


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School Profiles$ contin*ed

Prim. &ec.Base n 14 excludes one school " ,

?ow e;tensi!e the ne) work isE;tensi!e................................................................2 1Fair"y e;tensi!e......................................................4 2Fair"y "imited or minor.........................................., 1

Ie!e" of comp"etion of ne) workP"anning.................................................................2 2NJnder construction................................................., 2NComp"eted..............................................................4 2NN) Mu"tip"e pro(ects underway in one schoo"

?ow e;tensi!e the remodelling work isE;tensi!e................................................................4 1Fair"y e;tensi!e......................................................3 2Fair"y "imited or minor..........................................2 1

Ie!e" of comp"etion of remodelling workP"anning.................................................................2 2Jnder construction................................................., ,Comp"eted............................................................... 3

Exam$les ofrecent$roAects

The schoo"s ga!e some e;amp"es of recent work to high"ight theirin!o"!ement in considering "earning outcomes. 0etai"s of some of these areinc"uded #e"ow to gi!e conte;t to the schoo"s$ responses. These e;amp"escome from the +uantitati!e sur!ey of 15 schoo"s and are indicati!e on"y ofthe type of pro(ects schoo"s discussed.

&econdar &chool $roAects

7ui"ding an *ction Centre %ymnasium and new music and dramafaci"ities to rep"ace 5/ year o"d faci"ities

&ew techno"ogy department and upgrading and adding a science #"ockand Eng"ish #"ock.

7ui"t a new techno"ogy #"ock to take into account ro"" growth



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School Profiles$ contin*ed

7ui"t a new science "a#oratory and auditorium to take into account ro""growth 6 a"so p"anning an CT suite

Deno!ating and modernising the administration #"ock and science"a#oratories reno!ated and modernised.

Primar &chool ProAects

:orkshop space con!erted to a dance studio and new mu"ti,purposetechno"ogy space de!e"oped 6 ena#"ing the schoo" to teach the current

curricu"um. *s the space is custom designed for acti!ities ie sprungf"oor and ca#"ing the "essons occur in the appropriate en!ironment notmakeshift.

7ui"ding #rought up to fire code earth+uake code and acousticstandards inc"uding acoustic g"a@ing fans and air conditioning .

C"assroom space con!erted to a science "a# 6 ena#"ing more hands onscience e;perience for students and ease of access to materia"s forteachers. This means they can now do sma"" group work.


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Sta'eholder Roles in the Design Process

Introduction This section detai"s the ro"es of trustees and designers in the process ofconsu"ting ana"ysing and designing schoo" properties.

rustees5Involvement in&choolDesign

Role in the design $rocess

7oard mem#ers regard their ro"e in the design of schoo"s for positi!e "earningoutcomes as primari"y one of overseeing and approving . :hi"e some of thosein the pi"ot sur!ey ha!e a range of ski""s and e;perience in architecturedraughting or property management they do not see themse"!es as takingactive leadership in the process of schoo" design.

7oth trustees and schoo" management consider a co""a#orati!e re"ationship #etween them as idea". Trustees consider that principa"s and moreimportant"y those who are going to #e using working teaching and"earning in the schoo" are the most appropriate peop"e to discuss designsfor achie!ing "earning outcomes. ?owe!er they e;pect to #e in!o"!ed at!arious "e!e"s in the process from consu"tation through to #riefing someof the pro(ect management and fina" opening ceremonies .

:hi"e trustees ho"d financia" and go!ernance contro" they e;pect and trustthat schoo" management wi"" ha!e the #est understanding of there"ationship #etween "earning outcomes and any schoo" property pro(ects.

Their !iews on what factors are key in regard to faci"itating good "earningoutcomes are simi"ar to those of principa"s. The key difference is their!iews are formed from their own #ackground in property re"ated fie"ds or"ead #y the schoo" management rather than necessari"y coming from a

practising pedagogica" perspecti!e. Their perspecti!e is as stakeho"dersrather than users of the c"assrooms and wider schoo" en!ironment.

#$ have been on a couple of boards as the %ids gre& up. !he &ay itoperates depends on the si'e of the school from my experience. !he

smaller schools (in relation to student numbers) tend to be more hands on(for board members). !he larger schools, maybe the board of trustees hasa property committee. *ou need less parental input at the larger schools,they have more resources $ suppose.+ -econdary -choo" Trustee



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Sta'eholder Roles in the Design Process$ contin*ed

# ecause $ have such a long bac%ground in building maintenance and security, $ have been "uite involved in discussions for the ne& classroom. $t depends on the person really, some parents have no property experience, some have a lot.+ -econdary -choo" Trustee

evel of involvement

Trustee "e!e" of in!o"!ement in schoo" and c"assroom design !aried fromschoo" to schoo" and it depended a"so on the #ackground of the indi!idua".

t a"so depended on the re"ationship #etween schoo" management andtrustees. f the trustees are happy to #e more >hands off$ they sign off anycorrespondence re+uired and trust the schoo" management to dea" with the

pro(ect. f they prefer or are re+uired to #e more >hands on$ they tend toha!e more in!o"!ement in day,to,day matters.

Trustees$ perspecti!es on schoo" design are strong"y informed #y their professiona" ski"" set. -ome #oard mem#ers said they ha!e "itt"e or no persona" or professiona" e;perience with property matters and ha!e #eenassigned this aspect of the trustee portfo"io. thers mentioned professiona"ski""s in architecture draughting maintenance #ui"ding security or other

property,re"ated professions and thus ha!e #een chosen to fi"" the propertyro"e specifica""y. :hereas those with "itt"e property e;perience tended to"ea!e the detai"s to schoo" managementK those with a persona" and

professiona" interest in property matters genera""y seek more acti!ein!o"!ement.

DesignConsultants5

Involvement in&choolDesign

n contrast to schoo" management teachers and students who !iew schoo"design from a user or pedagogica" perspecti!e design consu"tants are more"ike"y to !iew schoo"s as systems and to see them from an outsiders or

sta%eholders !iewpoint.

They see the who"e schoo" en!ironment grounds design and "ayout asintegra""y re"ated. They a"so !iew the design of c"assrooms and schoo"s as

#eing an important a"though certain"y not the on"y contri#utor to "earningoutcomes.


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Relationship Bet(een Educational )ision and *"erallSchool Design

Introduction To pro!ide conte;t for perceptions of the importance of c"assroom design principa"s #oards of trustees and design consu"tants were asked a#out their!iews of the "ink #etween o!era"" schoo" design and "earning outcomes.

This first section of this report presents schoo" management principa"s$and #oard of trustees$ perspecti!es on #oth their !ision for their schoo"and the ro"e they p"ay in designing c"assrooms and "earning en!ironmentsfor enhancing "earning outcomes.

This section a"so presents the !iews of design consu"tants on the design process the "ink to "earning outcomes and their ro"e in enhancing "earningoutcomes.

*ie)s on&choolDesign

Princi$als

*"" of the schoo"s in the pi"ot samp"e had an educationa" !ision that the principa" and #oard mem#er cou"d articu"ate. The principa"$s !ision and

phi"osophy in con(unction with the !iews of schoo" management and #oardare the o!era"" dri!ers for schoo" property design and imp"ementation.

Educationa" goa"s and achie!ements are focused according to the schoo"$s!ision. Principa"s consider the reputation of the schoo" depends on itsa#i"ity to meet this !ision.

Principa"s therefore need to ensure their schoo" can meet its educationa"goa"s whether this is pro!iding a higher teacher to student ratio new

#ui"dings with up to date techno"ogy and e+uipment or e;tracurricu"aracti!ities.

7ui"dings that enhance "earning outcomes are a resu"t of the !ision of theschoo" and the principa"$s priorities. For e;amp"e some schoo"s ha!e areputation for producing e;ce""ent academic resu"ts in areas such as scienceand techno"ogy. The principa" wi"" stri!e to ensure this area of thecurricu"um is maintained and enhanced. This may mean updatinge+uipment and "a#oratory faci"ities for the schoo". ther schoo"s may ha!ea reputation for sporting or drama and performance arts e;ce""ence andc"assrooms and spaces that enhance these areas of the curricu"um wi"" #e

prioritised in their Fi!e ear P"ans.



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Relationship Bet(een Educational )ision and *"erallSchool Design$ contin*ed

rustees andearni

ng+utcomes

Trustees regard property issues as strong"y "inked to "earning outcomes. Theysee this as the main reason that property has #een chosen as a priority at theirschoo" and the decision made to upgrade or #ui"d new c"assrooms or otherfaci"ities.

They "inked a"" schoo" property works in some way to "earning outcomes ingenera" inc"uding the condition of the toi"ets and the "ocation and +ua"ity ofthe administration #"ock. They consider the +ua"ity and standard of the who"eschoo" as #eing conduci!e or not to "earning to students fee"ing safe andcomforta#"e at the schoo".

0epending on their e;pertise in educationa" outcomes trustees tend to re"yon the schoo" management and teachers to pro!ide the guiding princip"esfor good "earning outcomes. They see their (o# as >making it happen$.

They consider it is important that the Trustees and the schoo" managementwork as a consu"tati!e team and that they recei!e good information a#outthe schoo"$s needs. nce there is agreement on the schoo"$s needs and

priorities trustees can faci"itate access to funding to achie!e the "earningoutcomes decided #y the schoo".

#$ am ne& to buildings, even at home $ havent done a lot. e &or% as ateam, and &e have input at the meeting level. !his is my first year of doinga financial plan, so it is a bit of learning as &e go.+

Primary -choo" Trustee

#$ have been - years in building security. een involved in a couple of schools, since my first (children) &ere at primary school, then at theintermediate, no& at the college. $ have loo%ed after property a lot, $ have

got "uite a pragmatic building focus. *ou have got to get the &hole portfolio of buildings sorted, and they need to be maintained. *ou have gotto loo% at security, preventing vandalism. e had an arson attac% at the

school last year and lost a couple of classrooms. /ometimes you are 0ustreplacing the building, and you &ant to ensure it (arson) doesnt happenagain.+ -econdary -choo" Trustee



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Princi$als3*isionand&choolDesignat+verall

evel

Principa"s tend to ha!e a strategic o!er!iew of their schoo"$s needs in re"ationto o!era"" schoo" design. They are thinking a#out the who"e schoo" groundsK"ayout re"ationship to the neigh#ourhood teaching spaces administrati!espaces and sporting faci"ities. They "ink this to the schoo"$s educationa"!ision and mission and aim to #a"ance the needs of a"" schoo" >users$inc"uding the wider community.

Principa"s consider it is the schoo"$s ro"e to pro!ide the #est opportunities forstudents to e;ce".

*aluing the teaching $rofession

*"igned with "earning outcomes principa"s are strong"y in fa!our ofrecognising the importance of teaching as a $rofession . Thus they aim toensure that any #ui"ding remode""ing and new #ui"dings take into accountworkspaces and support spaces for teachers.

Principa"s a"so recognise that teaching methods and resources are changingand that schoo" design must address these changing needs. This entai"s

pro!iding teachers with the too"s and faci"ities that professiona"s ha!e suchas access to workspace computers the internet te"ephones and !oicemai".

:hen remode""ing or designing new #ui"dings principa"s take theopportunity to ensure teachers ha!e the appropriate too"s and resources todo their (o#. They fee" this is part of !a"uing their staff and contri#utes to

positi!e "earning outcomes #y enhancing teachers$ sense of #eing !a"ued professiona""y.

:hi"e principa"s consider teaching e;pertise is the main contri#uting factorto "earning outcomes they consider that a com#ination of teaching staffe;pertise resources and c"assroom and "earning en!ironment a"" p"ay a part.

-pecific factors that principa"s discussed are in re"ation to !a"uing theteaching profession as a #asis for enhancing "earning outcomes are) &$ace to store resources away from the teaching en!ironment

&$ace to meet and ha!e professiona" de!e"opment



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:uiet areas to work away from teaching en!ironment

7acilities such as phone internet desk and emai"

#!op teachers plus top facilities plus motivated students1success2+ -econdary -choo" Principa".

#3ulti purpose areas are important, and areas for one on one &or%. Alsohaving $C!4&ater etc centrally located, so students dont have to &al%miles.+ Primary -choo" Principa"

#!he things that are important for teachers are5 good lighting, heating andventilation, access to technology and $C!, comfortable, durable, andappropriate furniture and furnishings, and good storage.+

-econdary -choo" Principa"

#!eachers need access to a (computer) net&or%, security for personal and school resources, and the opportunity to meet, discuss and socialise intheir departments.+ -econdary -choo" Principa"

he in( to the 7ive Fear Plan

Principa"s consider that "earning outcomes underpin their Fi!e ear property p"anning. Their !ision for educationa" achie!ement and "earningoutcomes at the schoo" is the reasoning #ehind their thinking in de!e"opingthe p"an.

#/tudent learning outcomes &ere prominent in the design (of our latest pro0ect). ut in an earlier pro0ect, the bottom line costs drove the pro0ectand as a conse"uence, student needs &ere not fully met.+

Primary -choo" Principa"

!ccess to funding

?owe!er access to funding for rea"ising their !ision in regard to c"assroomdesign is often a #arrier. -ome principa"s with re+uirements to upgrade or

#ui"d new #ui"dings are frustrated that the Ministry does not or cannot fundthe pro(ects that they may ha!e app"ied for. These principa"s "ack faith thatthe Fi!e ear P"anning process wi"" e!entuate in funding for their schoo"$sdesigns.



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Principa"s e;press frustration that funding for pro(ects they ha!e p"anned toenhance "earning outcomes ha!e not necessari"y #een funded at a rate thatkeeps up with their needs. -ome principa"s with "itt"e or "ate access to theFi!e ear P"an funding may find themse"!es >catching up$ on maintenanceissues with this funding rather than addressing remode""ing or new pro(ectsthey might ha!e "iked.

:hi"e funding issues are outside the scope of this report it is important toacknow"edge that principa"s can find if difficu"t to frame their thinking inregard to "earning outcomes when they are sti"" trying to address hea"thsafety and maintenance issues in the #ui"dings at their schoo".

# e havent had access to any of the 6ive *ear Plan funding. e haventdone any capital &or%s no& for "uite some time. e are spending some ofthe money &e did get 0ust on maintaining the century old buildings &e aretrying to %eep safe here. $t is very hard to tal% about ne& buildings, &hen&e dont have access to ade"uate funding for maintenance as it is. $tdoesnt help us for you to come here and tal% to us about things &e %no&&e cant have because &e 0ust dont have the funding to do all the things&e &ant. 6or instance, &e are going to have to do &ithout a library next

year, &e are going to convert it into a classroom. And $ dont go to loo% atother schools ne& buildings any more, it is 0ust too depressing.+

-econdary -choo" Principa"

# e ta%e learning outcomes into account in designing a ne& building asmuch as possible. ut decisions made by consultants in regard to funding,availability, and code restrictions 7minimum ta%en as maximum8, and siteand 'one restrictions. /o learning outcomes are an afterthought at best.+




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Extent to/hichCurrent&choolBuildings&u$$ort&chool5s*ision

Princi$als and rustees

The e;tent to which principa"s and trustees consider current schoo" #ui"dingssupport their schoo"$s educationa" !ision was !aria#"e ref"ecting the genera"age of the schoo"$s #ui"dings. Those who indicated that current #ui"dings genera""y support the !ision

fu""y or to a ma(or e;tent tended to #e in schoo"s in which capita" works

were recent"y comp"eted. -uch principa"s and trustees were typica""y positi!e a#out the impact of capita" works on the schoo"$s educationa"!ision.

Those who ga!e "ower ratings genera""y had o"der schoo" #ui"dings and norecent capita" de!e"opment.

The fo""owing !er#atim comments high"ight trustees$ !iews in regard tohow their schoo" #ui"dings support the schoo"$s !ision.

#/9: buildings are not designed to create good learning environment.!here is a lac% of light, technological opportunities, or good air flo&. !hecorridors, toilets and internal "uads are not functional for students today.+

-econdary -choo" Trustee

# e are critically limited in the development of our schools vision, due tothe lac% of a school hall. e have no&here on site to celebrate as a schoolcommunity. !his impacts negatively on social, sports, cultural andacademic programmes.+ Primary -choo" Trustee

They consider their ro"e in c"assroom design is to facilitate and assist pro(ect managers and schoo" management to de!e"op a schoo" en!ironmentthat meets the needs of the schoo". 0esign consu"tants regard theire;pertise as comp"ementary to that of schoo" management. Dather thanseeing themse"!es as e;perts in education design consu"tants work in

partnership with educationa"ists to faci"itate good "earning outcomes aswe"" as meeting #udgets re"e!ant #ui"ding and counci" codes and Ministryof Education guide"ines on hea"th and safety .



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DesignConsultants3*isionand&choolDesignat+verall

evel

0esign consu"tants !iew their ro"e as #ringing e;pertise in design materia"sstandards "earnings from designing other schoo"s and current internationa"thinking in educationa" design to the process for each schoo".

*s design consu"tants understand schoo" design from a systemic or ho"istic!iewpoint they consider each c"assroom not as an iso"ated or stand,a"one

#ui"ding #ut how it integrates with the rest of the schoo". They understandhow it reacts with the "andscape and conte;t.

They consider good schoo" design incorporates #a"ance with a"" e"ementsin a"ignment and comp"ementing each other rather than iso"ating orsing"ing out one particu"ar factor as more of "ess important than another.0esign consu"tants consider >the sum of the who"e is greater than the parts.$

0esign consu"tants recognise that standards and guide"ines are important.?owe!er they #e"ie!e the needs and conte;t of each schoo" are uni+ue andare not keen on a >cookie,cutter$ approach to schoo" design. 0esignconsu"tants want to ensure that each schoo" or c"assroom design meets theuni+ue needs of the community students and teachers who wi"" use it.They #e"ie!e standards such as "ight "e!e"s heating acoustics and otherstandard #ui"ding code re+uirements are crucia" for schoo"s$ design #utthat designing one si@e to fit a"" for schoo"s wi"" not work.

They argue that each schoo"$s conte;t neigh#ourhood weather conditionsstudent popu"ation characteristics way of teaching and other factorscom#ine to make it important that these issues are taken into considerationat the design stage.

#$ hope the 3inistry doesnt go do&n the road of discounting design s%illaltogether, and try to legislate standards so tightly that they lose the needto thin% creatively, to thin% about design of schools. $t &ould ta%e all the

fun out of my 0ob, but also standards cant be too specific, they have tocustomised for each school.+

*uck"and 0esign Consu"tant



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#$ thin% that its al&ays really really important in any design (to loo% atthe &hole context). *ou loo% at the context of &here the classroom is in the

school or &here it is in the context of the site.


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+ey Considerations in School Design

Introduction This section of the report focuses on principa"s$ trustees$ and designconsu"tants$ perspecti!es on the key factors in o!era"" schoo" design.

Princi$als5Pers$ective3-e7actorsin&choolDesign

*s mentioned in the pre!ious section principa"s #e"ie!e that c"assroom andschoo" design p"ay a ma(or part in achie!ing positi!e "earning outcomesa"ong with teaching ski""s and resources. Principa"s consider the key factorsin regard to schoo" design are ensuring that)

They ha!e consulted )idel enough at the start of the process whi"e sti"" #eing a#"e to meet e!eryone$s needs as much as possi#"e. Theyacknow"edge they wi"" stop consu"tation after fina" p"ans ha!e #een drawnup to pre!ent further input into the design.

The #ui"dings or de!e"opment wi"" continue to meet the needs of theschool for a significant "ength of time ie p"anning for ro"" growth future

proofing CT and other re+uirements. The design has flexi0ilit and is ada$ta0le to the needs of the schoo"

in the future.

#$f the space is designed for the appropriate purpose, then this enables theteachers to more easily teach there. !he development of moderntechnology is going to influence pedagogy, and therefore have a directinfluence on student achievement.+ Primary -choo" Principa"

# e need to create more open, &ired classroom spaces, &ith &hiteboards,and smart boards and hanging data pro0ectors. iring capability toenable flexible teaching groups.+ Primary -choo" Principa"

#/tudents respond to a &ell designed and modern &ell planned room.!hey are more motivated, &or% better, and neater2 !hey also respect theenvironment more.+ -econdary -choo" Principa"



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+ey Considerations in School Design$ contin*ed

Principa"s consider the key schoo" design factors that impact on "earningoutcomes are)

Curriculum in(s and +verall Environment The lin( 0et)een the curriculum and the school5s $riorities 6

ensuring there is a "ink #etween c"assroom design or o!era"" schoo"design and the priorities of the schoo". *""owing the c"assrooms andresources to de!e"op as part of rea"ising the !ision of the schoo".

7lexi0ilit 6 the a#i"ity of the schoo" to use the space it has a!ai"a#"e tothe ma;imum and enhancing the schoo" for years to come.

Broad student socialisation 6 ensuring the schoo" and its #ui"dingre"ate to the community and the conte;t they operate in so that studentsfee" part of the community not iso"ated from it. *"so ensuring the socia"aspects of "ife are part of the education process 6 meeting parentsta"king to others interacting with the community and interacting withother schoo"s.

Creating a ha$$ 6 safe6 secure environment making the schoo"we"coming for students staff teachers and parents

#$f you have a spacious, &ell ordered environment &ith good soul, youreduce stress and create a "uiet &or%ing environment. Children and staffvalue the environment and therefore care more for the surroundings.+


#3odern, flexible spaces for teaching that have the facilities that allo& fora range of specific uses as &ell as being aesthetically and acousticallyappropriate. Provision also of specialist spaces li%e music, $C!, and P?.+


#!he teaching environment is important $ ac%no&ledge. @o&ever, anexemplary teacher &ill perform despite the physical environment.+


#An environment needs to be designed for learning needs. $t shouldenhance the students ability to learn and the teachers ability to provide arange of learning opportunities.+ -econdary -choo" Principa"



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#!he teacher ma%es the difference first and foremost, but having a &ell>lit,ventilated, heated, carpeted, "uiet, &ell designed and &ith ade"uate

storage ma%es the 0ob so much easier and en0oyable. !he physicalenvironment has a direct impact on learning. !he children respondaccordingly if the environment meets all the above.+


#on, practical activities. !he dance and drama hallis an appropriate learning environment not a cold hall or gym.+

Primary -choo" Management new dance studio and science "a#s



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# e designed it so it &as semi>sprung (the floor) to ta%e into accountnoise and acoustics, as &ell as dance considerations. Aesthetics played ama0or role, as did access to inside4outside.+

Primary -choo" Management reno!ate and modernise auditorium

he rusteePers$e

ctive

Trustees identified a range of key factors ref"ecting the range of schoo"srepresented and the o!era"" phi"osophy of the schoo" for e;amp"e if they

p"ace emphasise on academic sporting or cu"tura" achie!ement .

The o!era"" themes identified were) he , ear $ro$ert $lan lin( @ Ensuring property issues are prioritised

in e;penditure Curriculum focus and resourcing , Ensuring curricu"um focus is

ref"ected in #ui"ding p"ans and priorities for funding 7unding Priorities , Ensuring ade+uate funding to rea"ise the !ision of

the schoo"

The strategic approach and funding focus of these o!era"" issues ref"ects thetrustees$ go!ernance ro"e. The need to focus on specific factors is re+uired

primari"y at the time of a specific pro(ect.

# e are %ept informed step by step from beginning to completion of the five year building plan. $t &as loo%ed at and approved by the board.+

Primary -choo" Trustee

# oards are facing the costs of poor design and are having to addressthese from 6ive *ear Plan money. !hats unfair. $n Ne& ealand &e have

spent too much money on admin areas and not enough on the issues./hade should be mandatory, and not a bonus if a school fundraises.+Primary -choo" Principa"



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earning +utcomes and &chool Design

:hi"e principa"s tended to discuss #oth teaching space ie c"assrooms andthe o!era"" schoo" en!ironment as one trustees tended to discuss the who"eschoo" design rather than indi!idua" teaching spaces. Comment in thissection shou"d assume trustees are referring to the who"e schoo" designun"ess specific mention is made of indi!idua" teaching spaces.

Trustees regard property issues as strong"y "inked to "earning outcomes.

They see this as the main reason for prioritising property at their schoo"and to upgrade or #ui"d new c"assrooms or other faci"ities. They "inked a""schoo" property works in some way to "earning outcomes in genera"inc"uding the condition of the toi"ets and the "ocation and +ua"ity of theadministration #"ock. They see the +ua"ity and standard of the who"e schoo"as #eing conduci!e or not to "earning to students fee"ing safe andcomforta#"e at the schoo".

0epending on their e;pertise in educationa" outcomes trustees tend to re"yon the schoo" management and teachers to pro!ide the guiding princip"esfor good "earning outcomes. They see their (o# as >making it happen$.

They fee" it is important that the trustees and the schoo" management workas a consu"tati!e team and that they are gi!en good information regardingthe schoo"$s needs. nce there is agreement on the needs and priorities ofthe schoo" the trustees can faci"itate access to funding to achie!e the"earning outcomes decided #y the schoo".



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DesignConsultants3IssuesinDesigning for&chools

:hi"e design consu"tants do not consider themse"!es >the e;perts$ in re"ationto "earning outcomes. They consider their know"edge from past e;perienceworking with schoo"s is !a"ua#"e for other schoo" pro(ects.

They regard their main ro"e as #eing to translate schoo" management$sdesired "earning outcomes and curricu"um needs into we"" designed teachingand "earning spaces. t is this co""a#oration of e;pertise and #roadunderstanding of educationa" faci"ities that they see as important rather thanthey themse"!es #eing seen as #oth "earning outcome and design specia"ists.

0esign consu"tants raised se!era" issues in re"ation to schoo" designname"y the need to) 8anage schools5 ex$ectations 6 design consu"tants need to ensure that

what schoo"s #e"ie!e is possi#"e matches with the a!ai"a#"e #udget andthe Ministry$s re+uirements.

/or( )ithin 0udgets 6 meeting the standards set out #y the Ministryand keeping to the a!ai"a#"e #udget can #e cha""enging for some designconsu"tants. This is re"ated to ensuring that essentia" standards are metwithout compromising on materia"s design and other considerations.This can #e a de"icate #a"ance.

Ensure sustaina0ilit of use and $ur$ose design consu"tants arecarefu" to ensure the use of the schoo" properties they design endures"onger than the teachers and management who ha!e input into thedesign. Their key issue in regard to this is #a"ancing the desire to meetthe current needs of the schoo" with the future re+uirements of the

#ui"ding for the 5/ year "ifespan it is "i!e"y to ha!e.

ther issues design consu"tants raised in re"ation to designing schoo"s are) ac( of central record (ee$ing . -ome design consu"tants are

concerned that they cannot access the "ocation of ser!ices aroundschoo"s and can not anticipate de"ays re"ating to #reaking into sewerser!ice or water supp"ies due to this "ack of information.

/or(ing )ith old and inade;uate 0uildings . -ome designconsu"tants fee" #udgets are re+uiring them to work with o"derinade+uate #ui"dings which are difficu"t to #ring up to 21 st centurye;pectations of "earning outcomes and teaching sty"es. This is a causeof frustration.



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Choosing dura0le materials )ithin the 0udget . 0esign consu"tantsrecognise schoo"s need to #e #ui"t to withstand intense use and #udgetsdo not a"ways take the costs of these materia"s into account.

#!he t&o main issues for us are meeting the schools aspirations, &hile staying &ithin their budget. And the other thing is understanding existing services &hen all the records are out of date.+

*uck"and 0esign Consu"tant

*"though design consu"tants are re"uctant to #e drawn on which factors inschoo" design are more or "ess important they pro!ided someunderstanding of the most important factors to consider in schoo" design)

!$$roach to design > holistic and customised

The need to "ook at the who"e schoo" system ho"istica""y.

P"acement of e"ements in re"ation to each other.

&eed to take into account the phi"osophy of the schoo" in terms of"earning priorities and a"so the site "ocation weather pre!ai"ingconditions and ensure the design comp"ements these.

Customised so"ution #ased on the needs of each schoo" and conte;t.

Design factors > lighting6 heating and the )hole environment

Ensure #asic human comforts are we"" designed 6 acoustics warmth"ight and air f"ow.

Ensuring f"e;i#i"ity and ma;imum use of the space for the schoo".

Ma;imise natura" "ight and heating for the en!ironment of the schoo" aswe"" as o!era"" en!ironment and thinking of ongoing costs "ike

e"ectricity. Ensuring the outside en!ironment is incorporated as part of the teaching

space 6 creating a re"ationship #etween indoor and outdoor e"ements.



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#!he things that are important are the spatial relationship or proximity ofob0ects such as $C!. Bistance from the &hiteboard, so people can see,and related to this, ade"uate lighting, ability to hear, ade"uate ventilationto maintain alertness, ambiance of the space, so people in it feel good,alive and inspired. Also the health of the building, environmental toxinsand ?36, as &ell as emissions from building materials are important. $fthe environment is valued, it sho&s a relationship &ith the naturalenvironment.+ *uck"and 0esign Consu"tant

#$ &ould thin% design consultants need to have a good understanding ofho& the school &ill develop over the next fe& years, and ensure that theimmediate pro0ect does not hinder future pro0ects .

Tauranga 0esign Consu"tant

!dherence toPh sicalDesign

&tandards

he Building Code and the 8inistr 5s Design ?ealth and &afetGuidelines for3 acoustics6 lighting6 heating6 ventilation and air ;ualit

0esign consu"tants consider it goes without saying that the 7ui"ding Code and

Ministry %uide"ines is the #ase"ine when considering designing a schoo".They say they adhere to the &ew 'ea"and 7ui"ding Code and for e;pertise inareas such as acoustics "ightning or !enti"ation they wi"" engage or consu"tan appropriate e;pert in these areas.

< &tandards !ssociation &tandards

ther standards in regard to acoustics !enti"ation "ight heating and natura""ight are a"" considered to #e #asic re+uirements for designing schoo"s.0esign consu"tants wi"" take account that educationa" spaces ha!especia"ised and cust

Documents

Classroom Design Report