Facilities for individual integration

Contents

1) Introduction2) Geneva’s public primary schools: school year 2003/20043) Current School Building Regulations and historical background4) Use of facilities built according to these Regulations5) Primary education reform6) Projects featuring flexible open-plan spaces7) Inclusion of disabled pupils: a special case8) Conclusion

Maurice Dandelot28 May 2004

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Geneva’s public primary schools in 2003/2004

• Some 35 400 pupils aged 4 -12• Around 85 % of the intake

• Cost - around SF13 500 per pupil per annum

• Some 3 100 teachers working on average 85% of full time• Average teacher-pupil ratio: 6.8 FTE teaching posts to 100 pupils

• Some 1 350 computers, around half with Internet connections

• Some 150 school buildings, ranging in age from over a century to just a few months, in urban and rural settings, with 1 to 24 classes

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Regulations on the construction, renovation and transformation of primary school facilities (28 June 1989) – Main features

Typical school: 16 classes with 18 - 22 pupils

Classrooms 80 sq.m. in size for mainstream and special education

Activity rooms, music and movement rooms, arts and crafts rooms

Reading room, sick-bay, some office space

Gym hall 30 x 16 x 7 m in size

20 sq.m. rooms for teachers assisting low-achievers

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Background to the School Building Regulations

School environment

Ideologicalenvironment

Architectural input

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Theoreticalenvironment

User activities

Social environment

Ideological environment and its influence

Role of teachers

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Predominantconception ofeducation andteaching

Emphasis on social life in the school

Pupil activities andintegration

Architectural project

Theoretical environment and its influence

Teaching

Organisation ofschool life andactivities

Architectural project

Theories on teaching/learning

Learning

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Social environment and its influence

Interest shown by parents

Interest shownby teachers

Interestshown by pupils

User activities

Interaction

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Interest shownby managers

«Private» user space Architectural project

Shared user space

Use of facilities built according to these Regulations

Ideologicalenvironment

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Theoreticalenvironment

Social environment

User activities

Architectural input

Conclusions?

Building use based on regulations

Ideologicalenvironment

Theoretcialenvironment

Social environment

User activities

Architectural input

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Towards a new environment

New architectural project

Conclusions

Flexible open-plan spaces

The aim is to group pupils from different classes, or the same class, for a given activity and a specified time.

Building-design therefore factors in the following parameters:

- a degree of flexibility in how the premises are used (multipurpose space),- potential use of corridors for certain activities.

The spaces do not necessarily have to be closed off from circulation areas, but should be clearly identifiable (by their volume, natural lighting, materials,fixed furniture and other features).

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Exemple de décloisonnement – école de Veyrier

Example of flexible open-plan space – Ecole de Veyrier

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Ecole de Veyrier

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Ecole de Veyrier

Example of flexible open-plan space – Ecole du Vélodrome

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Ecole du Vélodrome

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Ecole du Vélodrome

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Example of flexible open-plan space – Ecole de La Tambourine

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Ecole de la Tambourine

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Example of flexible open-plan space –Ecole du Pommier

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Example of flexible open-plan space – Ecole du Petit-Lancy

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Ecole du Petit-Lancy

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Example of flexible open-plan space – Ecole de Monthoux

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Ecole de Monthoux

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Ecole de Monthoux

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Example of flexible open-plan space – Ecole des Genêts

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Ecole des Genêts

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Ecole des Genêts

Example of flexible open-plan space – Ecole de La Californie

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Ecole de La Californie

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Ecole de La Californie

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Disabled pupils and inclusion

Early 20th century to 1960s:

Concept: disabled children Special buildings, special teachers

1960s

Extensively adapted facilities, and special multidisciplinaryassistants

Concept: specialisedadaptation

Present day

Facilities used to fosterinteraction

Concept: inclusion, in an environ-ment tailored to individual pupils

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Conclusion

Facilities should be flexible and adaptable

How will they be used in 5, 10, 20 or 30 years’ time?

Avoid supporting walls

Facilities designed to foster social cohesion

Need for flexible open-plan spaces for multiple uses and multiple users

Avoid creating self-contained «private» spaces

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