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DESIGN DEVELOPMENT
CON
TEN
TS
DESIGN CONSIDERATIONS
DESIGN INSPIRATION
INSPIRATION
DESIGN PROPOSAL
BIOPHILIC DESIGN
EXTERNAL DESIGN
MATERIAL SPECIFICATION
SUSTAINABILITY STATEMENT
EVALUATION
DESIGN CONSIDERATIONS
The client has requested a new proposal for the current development on the peel moat site for the infant school with a capacity of approximately 180 pupils.
It will be a 2 form entry school for key stage 1 (ages 4-7) including a Reception year, year 1 and year 2.
Our client has requested to adapt the proposed plans to create a more flexible way of learning and place more emphasis on sustainability and creating healthy learning environments.
Its important our design is fit for purpose, inclusive, sustainable and incorporating biophilic design principles. A successful design will provide an effective learning environment, improve staff satisfaction and performance and be flexible enough to adapt to evolving teaching methods and requirements.
DESIGN CONSIDERATIONS............................................................
The Area guidelines for mainstream schools recommends the minimum and maximum internal areas for educational buildings these are guidelines and do not have to be met they can be flexible depending on circumstances.
They suggest schools contain 3 areas-
Net area - comprising of basic teaching space, halls, dining area, P.E area, learning resource area, staff admin and storage
Non-net area - This supports the function of the building such as toilets, kitchen facilities, circulation space and plant rooms
Supplementary area - Areas used for non school or support functions such as special need facilities
The report outlines the requirements for basic teaching areas in primary schools, it suggests they should include the following-
Classrooms (enclosed) or class bases (semi-enclosed)One room for every class in this case 6 classrooms required for 180 pupilsShared teaching areas Specialist practical spaces Large group rooms for up to 15 pupils
Key Design Considerations -
Accessibility - Clear access, sufficient parking and cycle storage, safety & security
Ergonomics - Details such as door handle heights, toilet facilities, furniture etc must all be considered
Inclusivity - Designed for all users, simple layout and spacious circulation routes, large openings, lift, disabled facilities
Sustainability - environmental and social sustainability must be considered
Biophilic principles - will be used throughout the design, aim to improve health and well being
Flexibility - Aim to create adjustable environments to satisfy teaching requirements and provide a range of spaces that can be used for different activities
Provide more outdoor learning space create a connection with the external environment
Lighting - provide a good level of natural and artificial light
Acoustics - will be considered in different areas
Evidence has shown a clear link between well designed schools and pupil performance and satisfaction. Bad design can have a negative impact on the quality of teaching and the motivation of students so its vital we focus on the development of our education facilities to provide pupils with the best learning environments.
BIOPHILIC DESIGNHumans have had a strong connection with nature since the beginning of time and we thrive in our natural environment, however as we have evolved we have put less emphasis on the im-portance of how our connection to nature can benefit us and why it is essential to maintain it. It seems only in recent years people have begun to take a step back from their current urban surroundings and search out healthier environments and understand the impact this can have on their health and well being.
Biophilia can be defined as the instinctive bond between humans, nature and other living systems.
There are 3 main areas where we can benefit from Biophilic design principles in our environments. These are improving our cognitive functions such as our ability to learn, our level of creativity and our performance. Secondly our psychological health and well being can have a positive response through reduced stress lev-els and balanced emotions. Finally our physiological health and well being can improve as reduced stress levels mean relaxed muscles, lower heart rate and blood pressure. Combined these features lead to a more positive experience improving our performance, well being and happiness.
Education is an area that could see many benefits by adopting biophilic principles. Its is so important to ensure our children maintain a healthy connection with nature and the outdoor environment, if we instil these values into the younger generation from an early age they will continue to respect their planet into adulthood. By increasing their awareness we can create a generation with a desire to tackle current environ-mental issues such as global warming and reducing their carbon footprints. There have been many studies carried out on how important it is for the younger generation to have access to outside environments. The Last Child In The Woods by Richard Louv discusses the ever increasing divide between children and the outside environment and the implications this can have on a “nature deficit” generation.
This research links the lack of contact with nature to the rise of obesity, attention deficit disorders and depression. As the majority of children worldwide now live in an urban environment it is increasingly impor-tant for us to understand the impact this can have on childhood de-velopment and how we can look at making positive changes to chil-dren’s surroundings. Our society must look at new ways to incorporate healthy lifestyles into their built environment, it seems to make sense to do this in education facilities where children spend most of their time and are so open to learning.
By integrating these design principles into educational settings it could not only benefit the institution but the economy as a whole. With rising costs of education we could see reduced consumption costs by being more energy efficient, reduced staff costs due to lower staff turnover, reduced sickness levels and improved job satisfaction.
- IMPROVE ATTENDANCE BY UP TO 3.5 DAYS A YEAR
- IMPROVED TEST RESULTS BY 5-14%
- INCREASED LEARNING SPEEDS OF UP TO 26%
- MENTAL FUNCTION AND MEMORY CAN BE IMPROVED
- REDUCE SYMPTOMS OF ADHD
- IMPROVED PERFORMANCE IN MATHS, SPELLING AND SCIENCE BY 10-14%
- CONCENTRATION LEVELS INCREASED
- IMPROVE HEALTH AND WELL BEING
- BENEFIT THE ECONOMY
- IMPROVE WORKING CONDITIONS
KEY POINTS-
IDEAS
- IMPROVE USERS CONNECTION WITH NATURE
- PROVIDE UNRESTRICTED VIEWS ONTO NATURE
- CONNECT BUILDING WITH LANDSCAPE
- DESIGN LAYOUT WITH RECOMMENDED SPACIAL FEATURES
- USE NATURAL MATERIALS AND PATTERNS
- INCLUDE PLANTS AND GREENERY
- INCREASE NATURAL LIGHT AND IMPROVE ARTIFICIAL LIGHTING
- IMPROVE VENTILATION AND TEMPERATURE
BIOPHILIC DESIGNThe 14 Patterns of Biophilic design give people the opportunity to follow the principles, they can be applied in different interior and exterior environments giving users a flexible approach to implementing biophilic design principles. In my design I aim to incorporate the following ideas.
DESIGN INSPIRATION
TREE HOUSEBUILDING BLOCKS
HOUSE SHAPE
BIOPHILIC PRINCIPLES
TREE HOUSE
Tree represents the growth of our children withineducation facilities and the use of biophilicprinciples within the building
‘Tree house’ provides a link to children’s outdoorplay activities
The House shape creates a link to children’s housedrawings and links to their comforting home envi-ronment
TREE
HO
USE
INNOVATIVE.SUSTAINABLE.HEALTHY LEARNING ENVIRONMENTS.
DESIGN PROPOSAL
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FACILITATE LEARNING ZONE YEAR 1&2
ACTIVATELEARNING ZONERECEPTION CLASS...................
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DESIGN PROPOSAL.........................................................
Key Points -
• My aim was to create a light open learning space for children and staff to enjoy, encouraging social interaction and offering flexibility for a range of different learning activities
• The design concept incorporates biophillic principles throughout the building helping to create a healthy learning environment and improve well being
• The building connects with its external surroundings limiting the boundaries between the outside and inside environments
• Acoustic panels, lighting and flooring will be used
• Natural daylight will be maximised providing a good level of natural and artificial light
• All rooms offer flexibility and can used for a range of activities and adaptable for future teaching requirements
• Different learning zones have been used throughout the building offering quieter areas such as the library corner or more creative spaces enabling a range of activities
• Reception teaching area, key stage 1 & 2 have been provided with their own toilet and clock room facilities providing sufficient facilities for the number of pupils including a disabled toilet
• Flexible hall area has been provided for P.E , lunches and group teaching with external access to an outside eating area which can also be used for teaching
• Ground floor teaching space for Reception and Key stage 1 have their own access to outside teaching space
• Ergonomics will be considered through out and will impact the selection of furniture and fittings
• Inclusive design has been considered throughout the building with wider door frames and circulation areas, lift and disabled toilet provisions, level access to external areas and sufficient lighting
• 4 well lit fire escapes have been provided with alternatives exits also at the front and rear of the building the correct signage will be used. Fire resistant doors, glass and materials will used to meet the correct requirements and sprinkler systems, break glass points and fire extinguishers will be installed
• Environmental and social sustainability is at the core of the design and visible throughout the building
DESIGN PROPOSAL.........................................................
PROPOSED FLOOR PLAN.........................................................
......................LEARNING ZONE RECEPTION CLASS Classrooms x 2 Shared area with outside access Toilets Cloakroom Storage......................ACTIVATE Multiple use hall with outside access Learning resource area Kitchen Storage......................LEARNING ZONE YEAR 1& 2 Classrooms x 2 with outside access Storage Toilets Cloakroom Lift ......................FACILITATE Reception & waiting area Admin office Heads Office Meeting Room Staff Room Plant server
PRO
POSE
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PLAN
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FLO
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Key Design Features
• The ground floor facilitate area contains a reception and waiting area, admin office, Heads office, meeting room and storage
• The first floor contains the staff room with cooking and toilet facilities, a large flexible meeting or group teaching room, the plant server and a private seating area
• The design creates a large open entrance with atrium leading through a more enclosed corridor to give the children a sense of openness when they reach the reception area
• Large glazing ensures the area is full of natural light
• Seating area and waiting area are provided
• Slated partition has been used creating privacy and interest
• Large tree has been used promoting the tree house ethos and biophilic principles
• All rooms offer flexibility and can be used for a range of activities including the large meeting group room on the first floor can be used for community meetings, staff training , music lessons etc
• The colour green has been used in this area as its is generally associated with healthy plants and trees and can help create a feeling of calm and vitality
Proposed ground floor plan
Proposed first floor plan
Heads Office
Meeting Room
Reception Admin Office
Disabled toilet
Office & Storage
Group teaching room Staff Room
Plant Server Room
FACILITATE.........................................................
ReceptionFloat Modular Sofa SystemManufacturer: Offect
Meeting RoomCross TableManufacturer: Arper M
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Ambi
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to OfficePhysix ChairManufacturer: Vitra
Framework 2.0 Adjustable deskManufacturer: Fantoni
LEAR
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& 2
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Key Design Features
• Class bases are 55msq meeting the standard requirements
• All class bases offer flexibility and can be enclosed or opened when required
• Class bases are grouped together for different key stage areas
• All Class bases provide interactive screens for teaching and group discussions, space for table based work and data points and wireless connection
• The colour blue has been used in this teaching area as it has a positive association with bright sky and clean water this can be calming and relaxing
• A double height living wall has been used by the staircase
• Each floor is provided with toilets, cloakroom, storage and lift
• The ground floor teaching space has access to an outside teaching area
Proposed ground floor plan
Storage
Toilets
Cloakroom
Lift Living wall Class bases
Lift Living wall Class bases
CloakroomProposed first floor plan
LEARNING ZONE YEAR 1 & 2.......................................................................
Class roomMap TableManufacturer: Vitra
Hal
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Oct
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HallwayPlantersManufacturer: Light & Ladder C
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Tip
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Man
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Class roomEno Interactive whiteboardSteelcase
ACTI
VATE
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Key Design Features
• The ground floor area contains kitchen with external access for deliveries, storage, hall area with double height ceiling and covered external seating area
• The ground floor hall is a double height space with external eating area this can be used for P.E, group activities lunch etc
• The first floor contains the learning resource area overlooking the hall space
• Different learning zones have been used throughout the building offering quieter areas such as the library corner or more creative spaces enabling a range of activities
• Carpeted floor space, a book corner and quiet area have been provided in the Reception teaching area and learning resource space
• Space for creative play has also been provided in both these areas
• Computer areas have been provided in the learning rescource zone and reception area
• Red has been used in the activate area as it can be associated with excitement and energy
Proposed ground floor plan
Kitchen
Proposed first floor plan
Storage
Hall
Learning ResourceArea
Learning resource area
Learning resource area
ACTI
VATE
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ACTIVATE...........................................................
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nLearning Resource areaPebble SeatingManufacturer: Allermuir
Learning Resource areaE27Manufacturer: Muuto
LEAR
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Key Design Features
• The design creates a large open entrance with atrium leading through a more enclosed corridor to give the children a sense of openness when they reach the reception area
• Toilets and clock rooms have been provided
• The class rooms are flexible and can be opened up to create a large space or enclosed
• Carpeted floor space, a book corner and quiet area have been provided in the Reception teaching area and learning resource space
• Space has been provided to give the teachers flexibility to set up the shared space depending on requirements
• Computer area
• Shared area opens up onto outside space specifically for reception
• Yellow has been used in the reception area as it can remind us of sunshine and evoke a sense of happiness and warmth
Class base
Class base
Shared Area
Toilets & Clock room
Storage
PROPOSED SECTION........................................................
PROPOSED SECTION AA PROPOSED SECTION BB
PROPOSED BUILDING SECTION........................................................................
PROPOSED BUILDING SECTION........................................................................
BIOPHILIC DESIGN
BIOPHILIC PRINCIPLES........................................................ • We aim to maintain existing trees and landscape We are protecting trees where possible and planting new trees, greenery and shrubs to preserve the natural ecosystem
• Surrounding landscape is visible from the building Large glazing has been used throughout providing easy views of nature • Walk and cycleways provided
• Living wall has been provided within the building extending the full height of the building offering all occupants a view onto a vegetated area, this can improve air quality and reduce noise levels
• Provide high levels of daylight through effective vision glazing so the external environment can be clearly seen this also creates natural rhythmic patterns of living light and shadows throughout the day. The large atrium with glass roof in the entrance, other skylights and floor to ceiling windows all help to improve natural light levels.
• Improve artificial light to work effectively alongside the natural light different levels of lighting will be used mimicking nature
• Improve ventilation to reduce the need for mechanical cooling, include child safe opening mechanisms to ensure safety
• The design aims to blur the transition between the interior and exterior by providing external play areas for the reception class, outdoor teaching areas and external eating areas
• Green Roof has been incorporated on the roof of the lower block improving the aesthetic of the building, helping the building integrate with its surroundings, improving biodiversity, air quality and thermal performance
• External water feature will be incorporated into the landscape providing both visual and acoustic benefits
• Complexity yet order - the floor plan has been created to be flexible with large circulation areas creating an open space for a variety of uses with different views offering better opportunities for users to integrate with each other and the external environment
• Space and refuge - different ceiling heights have been used mimicking the outdoors large open spaces have been provided along side more intimate areas all offering the users a range of different areas for example the library area can used for rest and recuperation or the more open learning resource area for group discussions and creative tasks
• Natural materials have been used throughout, glass has been used replicating natural water patterns and nature inspired flooring has been used.
• A Human Centred design approach has been taken focusing on thermal comfort, air quality, toxin levels, ventilation and acoustic comfort
• Incorporate the Tree house ethos and brand into the aesthetic environment
• Psychological effects of colour have been considered
• Provide unrestricted views of nature Large glazing and windows have been provided Direct access to external areas Floor to ceiling windows have been used to enable all users including children to have unrestricted views, plan sight lines not interfere with views
• Integrate teaching of sustainability within the building Use sustainable materials throughout Use sign age to explain the features and why they have been used Be transparent with alternative energy sources used
• The school has been designed with a sense of mystery so users can explore, discover and Learn from the complexities of nature Partial screens have been used to create a sense of anticipation and mimic nature, natural Patterns and shadows Different ceiling heights have been used to create more open and closed spaces Rooms are flexible and can be opened up or closed off creating a variety of spaces
• The building has been designed with a connection to the surrounding landscape Natural materials are used externally so it can fit in with the surroundings The external spaces have been created to work with the building External access is provided Open green spaces, planted spaces and areas to encourage biodiversity are provided We have provided external shading in the outdoor eating and teaching areas by using slatted cover and climbing vines offering shade and providing greenery
EXTERNAL DESIGN
PROPOSED SITE PLAN.......................................................................................
Key Design Features -• The proposed development includes a sustainable school incorporating biophilic design principles, external teaching, play and social areas, turfed sports areas, landscaping and habitat areas
• 34 Car parking spaces and covered cycle storage are provided
• The school will be a two story building with a rectangular footprint comprising of 6 classrooms, shared area for reception classes, hall, kitchen and storage, reception area and offices/administration space, community and meeting rooms, staff rooms and facilities, learning resource area, toilets and plant room.
• The width of the building is 25.5m by 44.7m with a gross internal floor area of 2000sqm
• Our proposal will regenerate existing neglected land therefore regenerating the surrounding area and improving urban green space
• The palette of external materials will be FSC certified larch cladding with cedar roof tiles
• The external appearance of the school has been designed to have as little impact on the surrounding area as possible by using natural materials such as larch and with successful landscaping the building will blend in to the surroundings overtime
• The existing trees are not protected and can be removed for the development, new trees, shrubs and plants will be used in the new landscaping
• Access to the site will be through the existing entrance on Buckingham road. Gated access will be used alongside a footpath for pedestrians and a cycleway, parking will not be provided for parents, most children attending the school will live within a short walking distance this will hopefully discourage parents from using their cars
• The school will be available to the wider community for different uses supporting the local strategy for developing the surrounding areas.
• It will also offer further economic benefits such as new jobs and increased migration to the area due to improved educational facilities
• Considerations have been taken in regards to the surrounding residential areas not to obscure views, sunlight and to have minimal impact for the existing residents
PROPOSED ELEVATIONS........................................................
PROPOSED SIDE ELEVATION (NORTH EAST)
PROPOSED FRONT ELEVATION (SOUTH EAST)
PROPOSED ELEVATIONS........................................................
PROPOSED SIDE ELEVATION (SOUTH WEST)
PROPOSED REAR ELEVATION (NORTH WEST)
MATERIAL SPECIFICATION
MATERIALS
INSPIRATION
External FSC certified larch cladding
Blue Label Cedar Shingle Roof Tiles
• Contributes to buildings sustainable footprint• Visually demonstrates the Tree House ethos and values• Creates a building that can connect to the external environment• The building will be sympathetic to the surrounding area and local residents• Doesn’t require treatment for external use• UK sourced • Long life expectancy
• Sustainable, durable and lightweight solution• High level of weather resistance
• Can be used for staircase and internal walls• Sourced from sustainably managed forests• Strong and durable• Natural finish
Birch Plexwood
• Sustainable properties - made from 97% natural raw materials and 43% recycled content• Creates healthy indoor environments - smooth surface doesn’t harbour dust mites or allergens• Awarded Allergy UK’s Seal of Approval in recognition of its health benefits• Marmoleum is 100% biodegradable• Easy to clean and maintain• Hygienic and requires less cleaning• Technical properties include less static, sound reduction and shock absorption
Acoustic Marmoleum - Forbo
External cladding
Roofing
StaircaseInternal walls
Flooring
Human Nature Carpet - Interface• Nature inspired• 50% total recycled content• Sustainable• Flexible & Durable
Camira Fabrics - Oxygen range
Pilkington glass - Sun-cool range
• Sustainable• Specified for education• Strong and durable• Lightweight materials with high wool content• Wide range of colour choices• High performance and abrasion resistance
Flooring
Seating
• Range of solar control and light transmittance options available• Excellent heat/light ratios• Ideal for large glazing• Provides high light levels• Cost effective for reducing energy consumption
Glazing
SUSTAINABILITY STATEMENT
Tree House has sustainability at the core of its ethos and embedded throughout its design.
We understand that the classroom is one of the most influential environments for the younger generation so we aim to educate and inspire children about the environment and inter grate them with nature so they will gain more appreciation for their surroundings and the world around them and gain a better understanding about environmental issues and grow up willing to tackle them and reduce their carbon footprint.
By remaining transparent in terms of sustainability we can showcase procedures, materials and energy used allowing the building to educate all users about their environmental impact.
Tree House also considers Social sustainability, the design will regenerate a disused site and will benefit the wider community by providing sufficient school places, up to date sports facilities and facilities available for the community to use. By improving school facilities Tree house are also helping the local economy, providing jobs and improving the local area.
KEY POINTS
- Use responsibly sourced materials
- Improve natural daylight and ventilation reduce the use of artificial lighting and mechanical cooling
- Include recycling facilities
- Solar panels
- Green roof with camera for pupils to monitor
- Cycleways and storage provided
- Nature garden including vegetable patch
- High efficiency boiler or Biomass boiler
- Rainwater harvesting system
SUSTAINABILITY
EVALUATION
EVALUATIONThe Tree House initiative is aiming to develop innovative, sustainable, inclusive and healthy learning environments incorporating biophilic design principles that can be used as a benchmark for future school developments.
This has been achieved by designing an innovative, adaptable solution utilising the 14 principles of Biophilic design. St Thomas’s can be used as a template for future developments and can be adapted to suit the specific requirements of future projects.
The design visibly demonstrates sustainability to all users and will encourage people to learn more about it. The ethos has been integrated within the design and promotes healthy environments and social interaction. Tree House has been designed to offer flexibility allowing the users to adapt the space to their needs and requirements this also offers better social interaction opportunities. The flexibility to open space and connect with the outdoors creates better learning environments and limits the boundaries between the inside and outside environment.
The interior has been designed to engage and motivate students and staff, future benefits such as improved attendance, test results and performance will hopefully be seen along with improvements in health and well being.
The new design will not only benefit the users and tackle the lack of school places available but also benefit heaton moor and the surrounding community, it will provide better services for local residents, regenerate a disused site and help the economy by providing jobs and better education facilities encouraging people to move to the area.
Overall I think the Tree House concept has been successful and could be developed further to create a sustainable, innovative solution to help tackle the lack of school places available, sustainability and create improved learning environments for future generations.
Bibliography
Journals -Kellert,S. and Calabrese, E. 2015. The Practice of Biophillic Design. www.biophillic-design.comTerrapin Bright Green LLC. 2012. The Economics of Biophilia. www.terrapinbrightgreen.comTerrapin Bright Green LLC. 2014. The 14 Patterns of Biophillic Design. www.terrapinbrightgreen.comHuman Spaces 2015 : The Global Impact of Biophilic Design in the WorkplacePlanning StatementSt Thomas’ CE Primary School, Stockport
Books -Stephen R. Kellert, Judith H. Heerwagen, and Martin L.Mador 2008. Biophilic Design The Theory, Science, and Practice of Bringing Buildings to Life.Richard Louv Last Child in the Woods (2008)
Websites -http://humanspaces.comwww.ralphcapper.comhttp://www.greenspec.co.uk/building-design/cladding-selecting-species/http://www.silvatimber.co.uk/shingles-shakes.htmlhttp://www.plexwood.comhttp://www.forbo.com/flooring/en-gl/products/linoleum/acoustic-linoleum/btqba3https://interfacehumannature.com/enhttps://www.camirafabrics.com/us/fabrics-and-samples/oxygen/freehttps://www.pilkington.com/en-gb/uk/products/product-categories/solar-control/pilkington-suncool-range
Aimee GrayDesign DevelopmentSelf-directed projectBA(Hons) Interior Design with Sustainability
