1. “I want a classroom ...
where the roof opens up to the sky, like a BMW convertible, so I can see the clouds,
that uses windows with colourful glass which glows in the sunshine,
where there are cool breezes [from outside] and limitless supplies of icecream,
that is quiet [other than the birds] while the teacher reads,
...and...
a classroom I can watch arrive on the back of a truck because I think that is cool!”
[a compilation of responses from Queenskand primary school children, aged 9,y.o, on how to design a relocatable classroom that highlights their interest in biofilic design and passive solutions]
2. Sustainable school environments
Overview Looking Forward Inspiration
This brochure 2 3D textbooks: Hands on learning 9 Case Study 1: Project Frog 14
Inspiration 3 3D textbooks: Green schools 10 Case Study 2: Gen 7 15
Key Issues: Energy, Water 4 Big Issues: Design for Change 11 Further Reading 16
Key Issues: IEQ 5 Future concepts: New materials 12
Key Issues: Light 6 Future concepts: New relocatables 13
Key Issues: HVAC & Acoustics 7
Key Issues: Materials, Waste 8
Sustainable School Environments | Future Proofing Schools 1

2. How might sustainability - from environmental
through to social - impact on the design of
future relocatable classrooms?
How can the design of prefabricated learning
environments best address issues of indoor
environment quality?
This Brochure>
“I want a classroom that Overview Case Studies Challenges
gives me the freedom This brochure outlines aspects of International, national and mini case Problems found internationally in
sustainability and how they might impact studies are presented in this brochure to relocatables can be summarised as
to teach appropriately, on the design of future relocatable describe: follows. They tend to:
with different approaches classrooms. It concentrates on • what is happening around Australia • use more energy than traditional
environmental, and to a lesser extent, currently involving the design and classrooms;
for different children social sustainability. performance of green schools and • have poorly functioning HVAC
and classes... but it’s The key issues presented are on: relocatable classrooms, and systems that provide minimal
also important that it’s • energy & water; • what is happening internationally ventilation with outside air;
as far as producing ‘sustainable’ • have poor acoustics due to loud
a classroom where the • materials; relocatable classrooms. ventilation systems;
• indoor environment quality;
children don’t get too • construction waste;
The case studies summarise key best- • have chemical off-gassing from
practice approaches and raise issues that pressed wood and other high-
distracted by light, • climate change; and need to be considered in the design of emission materials, of greater
noise and temperature.” • the ability to teach a green relocatable classrooms of the future. concern because of rapid occupancy
curriculum by using the buildings as after construction;
[a teacher]
3 dimensional text books. Methodology • have water entry and mould growth,
Irrespective of whether a classroom The international and national case and;
is a reloactable or a permament studies were compiled following literature • are often placed haphazardly on a
structure it is not sustainable if it does reviews, site visits and interviews with site with minimal consideration of
Aspirational targets, not support teaching and learning. the designers|manufacturers of green connectivity to the site and other
which are statements schools and relocatable classrooms buildings, often eroding playspace.
about a desired Green Star Guide The mini case studies draw on Many of these problems are due to light
condition, will be set in preliminary results from current research weight construction. This is an important
this brochure in relation The brochure will link the issues to the being undertaken over 12 months in consideration for the future design of
requirements set out in Green Star, 2010/2011, involving the environmental sustainable relocatables.
to sustainability in which is a voluntary environmental monitoring of 8 Australian prefabricated
future relocatable rating system for buildings in Australia. classrooms across 5 climate zones.
classrooms
2 Future Proofing Schools | Sustainable School Environments

3. This is not a ‘relocatable’classroom...However this building was designed so that all
Main Image: National case study: The General
Purpose Classroom in Victoria by eme designs elements could be screwed together to make disassembly possible if there was a future
(www.emegroup.com.au). For more information on
this building refer to page 10.
requirement for the building to be relocated. The building is designed using first
principles and looks and feels different from other buildings on the campus. This
Inset image: A thermal image of the General
Purpose Classroom taken by a student exploring motivates the student to ask and want to explore why?
how the building is different from other
buildings on the school campus.
Inspiration>
“Relocatables can be the
greenest of solutions;
they are a planned
response to a student
number spike. It means
we can provide usable
space quickly that will
be used and not stand
there empty. They touch
the ground lightly, leave
a small footprint and can
be very efficient.”
[Ms Leanne Taylor, Director Planning and
Infrastructure, Department of Education and
Training Northern Territory Government]
To design and build
classrooms that motivate
student enquiry...
(see page 9 & 10)
Sustainable School Environments | Future Proofing Schools 3

4. 1: Energy Neutral Portable classroom, 1 2 2
Anderson Anderson Architects
(http://andersonanderson.com)
2: Photos from an Eco-cubby workshop
(www.eco-cubby.com/) where children aged 8-12
added Solar Photovoltanic Panels and Water
tanks to their cardboard cubby house (see
completed cubby house on page 11)
Key Issues>
Energy, Water
Water Energy Solar Energy
Green Star: Water
Water efficiency is an important aspect Energy use in classrooms is mainly for Design the classroom so that the building
Rain water should be used to flush of all new building designs in Australia. HVAC (heating , ventilation, air cooling)
toilets and be a 5A standard – can be placed at the correct orientation
In southern parts of Australia it is not systems, lighting and equipment. on any site to enable solar photo voltanic
integrated rainwater collection. uncommon to have water tanks and water
To improve energy efficiency, consider panels to be used on the roof. PV panels
Where possible, integrate with a efficient fixtures incorporated into the can be used to offset energy used by the
design. In the school context, this creates how to design the building to reduce
teaching landscape. the heating and cooling loads on the classroom and, depending on the size of
opportunities for integrated learning the array, may even generate solar credits
Integrate meters and monitoring if where the tanks and the associated HVAC system. This can be done through
considering building orientation and for energy used elsewhere by the school.
water is being used. plumbing become teaching tools when
made visible (see pages 9 & 10). external sun shading, wall and ceiling
Reduce potable water consumption insulation with high R-values, double and Green Star: Energy
from heat rejection systems by 50%, While it is common for relocatable triple glazed windows with low emissivity
90% or 100%, for example by using a
refer Aim for zero net production of CO2,
classrooms to have running water, toilets glass, white roofs and thermal breaks. but try to limit energy use within each
geothermal coupled system to remove
heat. 3 are generally not integrated into the
design and these classrooms are often Building occupant behaviour will also
have an impact on energy consumption.
general purpose classroom.
Integrate regionally appropriate low not located in close proximity to toilet Green star sets a benchmark of
blocks. For example, in a temperate climate, the 108kgCO2/m2/p.a., which varies
water vegetation – roof, wall, interior National Australian Built Environment
(refer to landscaping brochure and depending on the function and
An international study by Vernon et Rating System recommends that rooms location in Australia.
image 2 on page 12) al [2003] into 9-11 year old student be heated to between 18-20°C in
attitudes to school toilets found that winter and cooled to between 24-27°C Green Star also gives credits for:
inadequately located school toilets, along in summer. Every one degree higher in • the integration of energy
with bullying and lack of cleanliness, winter will increase energy usage by 15%, monitoring & display energy use,
led to students not using the facilities while every one degree lower in summer
Can you make your and later suffering from dehydration, will increase energy usage by 10%. • putting in place strategies for peak
building CO2 positive in constipation, urinary tract infections or energy demand;
operation and water incontinence. Energy savings can also be made through • installing motion and light level
maximising daylight, using energy sensors; and
neutral with embodied In a recent workshop, primary students efficient lighting, and ensuring that
energy paid back in ten in Queensland voted that the inclusion equipment is not left on standby power. • ensuring unoccupied areas have
years? of a toilet was one of the top 10 things wider temperature ranges or are
they would change about their current not air conditioned.
relocatable classroom.
4 Future Proofing Schools | Sustainable School Environments

5. Many of the issues outlined here are not only
a problem of relocatable classrooms but all
teaching spaces.
They are presented here because they require
consideration in the design of all new
Key Issues> learning spaces – including relocatables.
IEQ Introduction
Impact on Learning Indoor Environment Green Star: IAQ Mould, Dust, Pollen and
There have been several studies Quality or IEQ Asthma
• Dry bulb temperature of 20-24°C
undertaken on school effectiveness and An integral part of the entire building and a mean radiant temp of 20- Mould, dust and pollen have an impact
the influence of the learning environment performance is IEQ [Ali et al 2009]. 27°C or shading so that there is on indoor air quality (IAQ) and can affect
on education [Fraser 1986; Sammons et IEQ relates to the combined impact of no radiant load on the glass children with asthma. The impact of these
al 1996; Walberg 1981]. The research environmental parameters such as indoor needs to be minimised by appropriate
underlines the complexity of effective • Relative Humidity 40-60%
air quality (IAQ), thermal comfort, light air filtration, education of building users
school environments, emphasising that and acoustics. IAQ is an assessment of • Air velocity <0.2 m/s unless about when to close windows and control
success is not dependent on one solution dust particle matter (PM), mould, pollen, occupants have control of air of moisture.
or single characteristic. CO2 and Volatile Organic Compounds direction
(VOCs) in the air. There is a direct • Double glazing to 90% of There is a direct link between poor air
Studies into Indoor Environment Quality quality and respiratory illness such as
(IEQ) and occupant productivity show that relationship between IEQ and the comfort glass 100% of N W E and 15%
and productivity of building inhabitants improvement on BCA glazing asthma. In the US asthma is the cause of
the quality of the indoor environment can an average 4.6 missed days of school per
impact both positively and negatively on [Ahmed 2010]. compliance
child annually [Wakefield 2002].
effective learning [Heschong Mahone IEQ is impacted on by thermal comfort • IEQ-1 ventilation rates 95%
Group 1999; Wakefield 2002; Cox-Ganser which includes: air temperature, mean natural ventilation in accordance These findings are consistent with those
et al 2005]. Some of these impacts are radiant temperature, relative humidity, air to AS1668.2-2001; if mechanical of Cox-Ganser and colleagues [2005]
touched upon in the following pages. velocity and rate of air change. then a 50%/ 100%/ 150% who found that between 1994 and 1996,
For more detail refer to the studies improvement over AS1668.2- asthma was the cause of 14 million days
referenced. Research into IEQ is important. Studies 1991 (10l/s/p over 16yrs, 12l/s/p of school loss or around 3.4 school days
reveal that a child spends 15,000 under 16yrs) – CO2 – set point per child.
compulsory hours in the school 800ppm/700ppm/640ppm
Can you provide thermal environment during their formative years (3,2,and 1 credit) Green Star: Mould
comfort primarily through [Rutter 1979] and of this, 85 to 90% of NOTE: increasing air changes and
their time indoors [Johnson et al 2010]. Humidity levels to be less than 60% in
passive and radiant ventilation rates can have an impact space and 80% in ducts
on energy use for heating and cooling.
sources and fresh air
at no additional energy • Demand Control Ventilation (DCV)
using CO2 sensors is a way to
input? achieve both good IAQ and energy
efficiency.
Sustainable School Environments | Future Proofing Schools 5

6. 1: Graph mapping average natural and 1 2
artificial light levels against the levels set “...the kids love the
out in the Australian Standards
daylight but the glare
2: Image from a mini case study hightlighting is awful.”
how the teacher has set up the classroom to [a teacher working in a relocatable, 2011]
control daylight levels. The windows are
covered with coloured paper and student work.
“...I use coloured paper
to block the sun - it’s
like stained glass...”
Key Issues> [a teacher working in a relocatable, 2010]
IEQ: Light
Light - Current Research Effective Learning
Green Star: Lighting
Daylight – 95% of area has a daylight
Natural or Artificial? Australian Case Studies Melatonin & Serotonin
factor of 2% There is a significant body of research Data collected on the lux levels of existing Much of the scientific research on
that identifies the visual environment Australian relocatable classrooms reveals lighting and its effects on people relates
Glare – shading which ensures 80% that the combined levels of artificial and
as one of the most important factors to the natural production of melatonin
of work surfaces are protected from natural light greatly exceed the minimum
in learning. It effects students’ mental (the hormone that induces sleep) and
direct sunlight or where there are standards (Graph 1), through a mix of too
attitude, class attendance and serotonin (the hormone associated
blinds and screens. much daylight or too much artificial light.
performance [Hathaway 1995; Heschong with memory, learning, temperature
Lighting – high frequency ballasts Mahone Group 1999]. regulation, mood and behaviour [Kuller &
In mini case study 1, small windows
and lux levels do not go above 25% of Lindsten 1992]).
However, there is no single approach that equivalent to 7% of the floor area were
those specified in AS 1680.2.3 1994 found to let in very low levels of natural
can provide universally good lighting. The Melatonin levels decrease with bright
table E1 – for a GPC 240 lux. Energy light. This had been overcompensated for
refer
design of classroom lighting is complex light (both natural and artificial) making
impact of less than 28 kg CO2eq/year
for lighting
and requires careful integration of
artificial and natural lighting systems that
consider:
in the artificial lighting design. The 13m
x 9m classroom was designed with 36
fluorescent tubes. Over the period the
1 people more alert, while serotonin levels
increase with daylight but decrease with
artificial light, impacting on concentration
Views – 60% of space has views to the
outside or an internal atrium measurements were taken, only 26 of the and attention levels [Ott 1973].
• the range of activities or tasks to be tubes were in operation. The average lux
undertaken in the classroom and the level across the day was 470lux, with the There is inconclusive research on the
people who will perform them [Veitch highest average 655lux. In this space one ability to substitute daylight with full
& McColl 1994]; student commented that the light “hurt” spectrum fluorescent tubes [Tanner
the back of her eyes. 2008; Hughes 1980; Vietch & McColl
• the site orientation and neighbouring 2001].
buildings; Mini case study 2, with large windows
Can you provide diffuse, (oriented east/west ) equivalent to 40% This research may explain why teachers
• energy efficiency; and in mini case study 1 experienced high
indirect daylight with of the floor area, had an average lux level
artificial light between refer • the integration of new technologies across the day of 970lux. At one set point levels of hyperactivity. The students were
(such as I-Pads, laptops and in the room the lux level fluctuated from alert but unable to concentrate. Teachers
240-400lux which can
be blocked out when AV
equipment is in use?
1 electronic whiteboards) that have
their own built-in light source.
2750lux (at 8am) to 760lux (at 12pm) to
54lux (at 3pm). Having little to no control
in this classroom were responsible for
removing fluorescent tubes and explained
of the daylight, the teacher blocked it that sometimes they turned the lights off
using blinds, coloured paper and student when they wanted to calm students down.
work.
6 Future Proofing Schools | Sustainable School Environments

7. 1: Images taken in a classroom by Bendigo 2 3
Relocatables (www.brb-buildings.com) to inform
occupants on how to get the best performance
from the building HVAC system.
2. Displacement ventilatiom used by Project
Frog (see page 14). Diffent coloured lights are illuminated to communicate
the corresponding messages to the building occupants
3. Overhead ventilation used by Triumph about the HVAC opeartion (Bendigo Relocatables).
Modular (www.triumphmodular.com)
Key Issues>
HVAC systems
Thermal Comfort & IAQ “Ongoing research Acoustics Australian Case Studies
Research into thermal comfort showed and scientific A holistic approach must be taken to Research into acceptable levels of
that being comfortable positively address acoustics. A wide range of background noise in classrooms
impacted on students’ performance in analysis contributes internal and external factors such as recommends 35dB(A).
terms of attention, comprehension and to provide evidence traffic, plant, lighting, finishes, ventilation
learning levels [Corgnati et al 2007]. This system and adjoining rooms impact on Acoustic testing of background noise
finding is supported by other international that IAQ [Indoor Air background noise and reverberation was carried out in mini case study 3 and
research [Seppänen et al 2004; Pepler times [Ecophon 2002]. the results revealed the sound level to
& Warner 1968; Wyon 1970; Wargocki &
Quality] in schools be a 38dB(A). This increased to 43dB(A)
Wyon 2006 and 2007] which concluded can cause acute health There is a direct relationship between with the addition of fans and there was
that students were less distracted and good acoustics and effective learning a further increase to a constant 53dB(A)
less likely to become ill if the classroom symptoms,increase [Evans & Maxwell 1997]. Consideration with fans and air-conditioning.
environment stayed between the comfort of classroom acoustics is particularly
absenteeism, and refer important with changing pedagogical “An increase or decrease by 10dB is
band of 20-27°C. perceived as a doubling or halving of the
directly and indirectly models as they involve more group and
Research also shows that inadequate
ventilation can also lead to a build up affect student and
1 project work [Ecophon 2002]. sound level” [Ecophon 2002]
Hathaway [1997] pointed out that an air
of CO2 levels in the classroom making Poor classroom acoustics is also
teacher performance... attributed to voice disorders and stress conditioning unit could be downsized
students feel lethargic impacting on their reducing noise if appropriate daylighting
amongst teachers [Wakefield 2002,
performance [Daisey 2003; Shorrock experts in the field Ecophon 2002]. (that did not add heat load) was used.
2006].
generally agree that A reduction in the total area of hard
healthy indoor school surfaces in a space is key for embedding Green Star: Acoustics
Reverberation times of no good acoustics. Careful consideration
more than 0.4-0.5 seconds; environments are a should also be given to selection of If mechanically ventilated and
Heating Ventilation and Air Conditing conditioned then 95% of the space
mechanical noise no more necessity if a high
(HVAC) systems. Sound absorbing ceilings must not go over satisfactory ambient
than NR40; traffic noise internal noise AS/NZS2107:2000.
no more than 40dB(A);
standard of education and acoustic wall panels also effectively
reduce the noise levels experienced in a For a GPC this should be 35 dB(A)with
rain noise no more than is to be expected.” classroom.
[GBCA, 2008, Technical Manual Green Star –
a recommended reverberation time
45dB(A)10mm/hr between 0.4-0.5 seconds.
Education Version 1, Sydney: GBCA, p62]
Sustainable School Environments | Future Proofing Schools 7

8. 1: ‘Eco-Villlages Worldwide’ manufactured 1 2 3
homes are highly insulated and feature
compressed straw panels and decking made from
recycled milk bottles (www.ecovill.com.au)
2: Children in an Eco-cubby workshop nominate
recycled bricks in their carboard cubby.
3.The waste from two large houses fits into
two small skips at Baufritz’s factory in
Erkheim, Germany (www.baufritz.com)
Key Issues>
Materials, Waste
Materials Australian Case Studies Green Star: Materials Waste
refer The materials used is a key consideration In an arid climate on a 43°C summer day, • Use of post-consumer recycled to There are two vital aspects associated
for the design and development mini case study 4, a newly commissioned be 20% or greater; with waste.
4 of relocatable classrooms. There
are inherent waste and efficiency
relocatable classroom orientated north-
south with sunshading, R1.5 wall •
•
Reuse of materials - 2% or greater;
Minimise Portland cement use;
The first is in the design and construction
of the classroom itself and choice of
opportunities that off-site manufacture insulation and R1.8 ceiling insulation
presents. reached a maximum temperature of substitute with industrial waste materials. (Information on ‘emerging’
43°C. Meanwhile, an older relocatable such as flyash; use recycled materials is available on page 12.)
It is important to consider the choice classroom on the same site with equal or aggregate;
of materials, optimising re-use and Using recycled and reclaimed materials
lower R-values of insulation, orientated • Steel should be 50% post shows an understanding of the value of
recycling where possible and minimizing east-west with sunshading, reached a
embodied energy - but not at the cost of consumer recycled steel or be materials. There is also value in ensuring
maximum temperature of 52°C. reused; that benefits in using prefabrication are
maintainability, strength and longevity.
• Minimise PVC usage; part of the information that is passed
Examples such as those of Eco Villages Green Star: VOC on to the schools and teachers for them
Worldwide and Gen 7 highlight innovative • Timber should be FSC certified, to use in their teaching. The German
VOC level guidance post consumer recycled or reused.
use of insulating materials. prefabricated timber house manufacturer
• Paint – TVOC walls 14-16 g/L, trim • Design for ease of disassembly; Baufritz limits the waste of two large
Results from monitoring the internal 75 g/L, primer 30, latex 60, one houses to two small skips (photo 3).
temperatures of mini case study 4 • Plan dematerialisation, for
or two pack 140 Other solvent Baufritz has developed an insulation
highlight that current levels of insulation example minimise need for
based 200 product that uses the wood shavings from
in Australian relocatable classrooms may painting, ductwork, piping;
• Sealants meet TVOC – 50-100 g/L their own manufacturing processes.
be inadequate • Use durable flooring that is low
• Carpets– TVOC 0.5mg/m2 per maintenance, modular, low The second important aspect associated
hour and 4-PC 0.05mg/m2 emission and low impact; with waste is ensuring that there is
Can the design be low in • Fitouts– TVOC 0.5mg/item/hour • Joinery and furniture to be sufficient room in the classroom for the
embodied energy (less • Formaldehyde – low to no – E0 to low emission, durable, low collection and storage of recyclables,
than 10GJ/m2 and be super E0 maintenance, modular and low compostables and materials for reuse.
able to be successfully • All materials, refrigerants, impact;
relocated over a life insulation materials have a zero • Integrate space for recycled
span of 40 years? ozone depleting potential and materials and waste materials for
green warming potential under 10. recycling.
8 Future Proofing Schools | Sustainable School Environments

9. 1 & 2: While exploring heat transfer using the 1 3
thermal camera, students make a “bum flower”
and take a photo of the results
3: Students use environmental monitoring
equipment to explore their classroom
3D textbooks>
Hands on learning
Informing Our future Green Star: Buildings Green Star: Buildings “…the new building
‘Green Ambassadors’ as Teachers as Teachers...continued has resulted in lots
There is a significant opportunity in • Include landscaping within or of questions from
school design to integrate possibilities Include actual built attributes that
demonstrate an environmental benefit adjacent to a school boundary.
for teachers to use the classroom
relevant to the Green Star- educational Ensure students manage a students: why straw
as a teaching tool, to demonstrate natural habitat such as a wetland.
environmental responsibility and teach credit. For example: bale? why the air
This must include a display that
about light, temperature, acoustics, good • Easily interpreted electricity shows the building occupants the lock? why..? There
passive design, materials, etc [Nair & meters displayed in classrooms biodiversity and environmental
Fielding 1997] or functional areas showing the benefits of the habitat. is clear learning
impact of electricity use, weather,
Yet the opportunity for students goes or time of day on building energy NOTE: Signage that informs occupants about sustainability
beyond simply observing a building’s use, or renewable energy source of what the built attribute is achieveing happening by the fact
performance through its integrated with live data on energy generated is an important form of educational
monitoring equipment. A most exciting and CO2 reduced material but is not regarded by Green that the building
opportunity is to create a knowing eye in Star as a being an initiative in itself.
the students. This means developing a • Equipment providing alternative exists and most
deeper understanding of how a building heating such as solar thermal or
geothermal with display of how it Input From the School importantly it is
works, its impact and what they can do
optimise its performance, through real works and energy saved Designing a building to use as a 3D leading to curiosity”
refer
hands-on experiences [Taylor 2008]. • Clear pipes showing collected textbook should involve input from [a teacher, Thornbury High School 2009]
rainwater
• Display water consumption, water
1 teachers and students. This input will not
only assist teachers in understanding Green Star: Lifestyle
Can the classroom be collection - water saved and other what these design initiaves mean • Energy and health – encourage
benefits – e.g. costs in terms of curriculum and teaching activity – visible, logical stairways,
designed so that the opportunities, They will also have their
• Building elements – e.g. cut-away connection to effective outdoor
students occupying it can own innovative ideas about what they spaces etc
of wall showing building assembly;
easily access information would like. Consider how you can package
framing; linings; thickness of the • Cycling – one or two spaces per
on temperature, wind, rain, some of the documentation about the
insulation, etc. Gen 7 clasrooms 5 students over grade 4 level.
sun, energy usage etc? building together for the teachers. For
do this successfully. Refer to page Ensure bike storage is safe and
example teachers could use floor plans to
15 for a photograph. weather protected
teach about scale and visual literacy.
Sustainable School Environments | Future Proofing Schools 9

10. 1: A thermal image taken by a student at 2 3
Thorbury High School
2: The Environmental Sustainability Centre at
Woodleigh School
3: Students at Woodleigh School assist during
the building’s construction
3D textbooks>
Green Schools
“...Students can look Thornbury High School Woodleigh School International Examples
up and see the louvres, The provision of a new recording The school’s decision to invest in a new American Modular Solutions (page
studio and general purpose classroom Environmental Sustainability Centre. 15) makes its Gen 7 display classroom
and understand the at Thornbury High School created a provided more than just a new building. It available as a venue for workshops on
cross ventilation wonderful educational opportunity. The provided a series of hands on educational sustainability. One example was the
classroom was designed as a ‘viable opportunities that saw the students Environmental Stewards workshop where
strategies. They can alternative to the standard relocatable’ as involved in its design and construction. 40 grade 6 students learned how to
see and touch the it could be assembled and disassembled implement a recycling program at their
for future relocation (eme designs see The school ran the project as a series school. The value of conducting this
eco-timber. You can builing pictured on page 3). of 8-week sessions that the students workshop in the Gen 7 classroom was
could elect to participate in. During that students could see first hand how
talk concepts all you It was designed using passive solar these session they collaborated with the blue denim jeans were recycled for wall
principles, use locally sourced, designers whose approach during the
like but they remain sustainable materials was constructed briefing and concept stage was to let the
and ceiling insulation, providing them with
inspiration for innovative approaches.
abstract until the without any metal framing, and was students think big and then explain the
designed to operate comfortably in a consequence of their requests in terms Project Frog (page 14) contains a
students can actually temperate climate without heating or of materials, waste, energy, cleaning, monitoring system and dashboard that
experience them.” cooling. acoustics, etc. tracks the buildings energy use, energy
generation and environmental quality,
[a teacher, Thornbury High School 2009] Students had the opportunity to use quite During construction the students worked both in and outdoors. This is used as an
sophisticated monitoring equipment such with the builder (in a safe, controlled and educational tool by students, staff and
as thermal imaging cameras to examine supervised environment) to build the the community.
and test the performance of the building. stumps, platform and straw bale walls.
Photo 1 (above). This highlighted to
Can the design and students why closing the blinds avoided It seemed that engaging the students in
placement of the heat gain and assisted in keeping the the design and physical labour helped to “providing a ladder of
building involve student building cool. create a lived or actual understanding of
what was going on. This translated into learning...and a more
consultation? Is there an The equipment also captured the the students having a great respect and
educational tool that can sustainable society for
imagination of the drama teacher. This understanding of the building.
be developed to help them led to a series of innovative drama all”
understand their building? performances. This process was fun yet [Christy Rocca, Director of the Chrissy Fields
the learning was real and memorable. Centre by Project Frog]
10 Future Proofing Schools | Sustainable School Environments

11. 1: A finished Eco-cubby built out of cardboard 3
by children aged 8-12 highlights their
emerging understanding of what sustainability
is. Students will be active participants in
the green classrooms of tomorrow. (www.eco-
cubby.com/)
2. Interactive tool on Climate Change
3. St Leonards School, Victoria
FMSA Architects (www.fmsa.com.au/)
Big Issues>
Design for change
Introduction Climate Change Neutral to Positive
Given the aspirational today/tomorrow Climate change is a significant issue for Future buildings will no longer be asked
Green today scenario (left), the following text designers to consider. Typical weather, to look at how efficient they can be,
elaborates on what this means, and why temperature, wind, rain and humidity but how they can contribute actively
• Climate Change this shift is occuring. profiles will change but the extent and and positively, create more energy,
frequency is still unclear. The central clear the air, collect water, support
• Efficiency Water and Biodiversity issue for designers is to consider how to local biodiversity and support social
make designs robust. and ecological regeneration. Main
• Productivity Today, central to sustainability are the theorists working in this area are William
ideas of climate change and the focus on Recent experience in the floods in (Bill) Reed, John Lyle, Stephen Moore,
• Learning Outcomes energy efficiency. Queensland showed that the school Ceridwen Owen in regenerative design
infrastructure that was the least affected and development and Janis Birkeland in
In the future the issues of water scarcity was the relocatable classroom. Generally
and the protection of genetic diversity positive development.
their elevation about the ground level by
through a focus on biodiversity and around 600mm meant that they were Another interesting area is that of
Green tomorrow local specificity will be central. With less affected and less undermined by the biophilic design, which is the medical
this will come a focus on producing a flood waters. and psychological evidence-based
• Water & Biodiversity world citizen, a student who will actively design approach to the integration of
participate in their own learning and Summary of predicted changes in the
• Neutral to Positive sustainability. 5 climate zones is shown in image 2
biological references to design. From the
Contribution importance of natural light to views out of
above. Use this tool to look at specific windows, colour selection and references
implication for the region for which you
• 3D Textbook are designing1.
to nature, this body of work provides 70
design strategies. In particular, this work
• Students as active links various aspects of the environment
participants and to physical and mental health – from
green ambassadors photos and pot plants to wilderness.
1: Interactive tool published by the
Federal Government based on the research
published in CSIRO (2007) Climate Change in
Australia, Technical Report 2007 http://www.
climatechangeinaustralia.gov.au, Accessed 1
May 2011
Sustainable School Environments | Future Proofing Schools 11

12. 1: Translucent concrete (www.litracon.hu/) 1 2 3
2: Team Montreal Biowall, US Department
of Energy Solar Decathlon Challenge 2007
(solardecathlondev.nrel.gov/past/2007/team_
montreal.cfm)
3: CO2 Living glass, Soo-in Yang and David
Benjamin (inhabitat.com/carbon-dioxide-
sensing-living-glass/)
Future Concepts>
New products
4
Introduction CO2 Living Glass PCM Plasterboard
This summary is not intended to form This is a prototype of a glass that senses Phase change materials (PCMs) can store
an extensive list, but rather to motivate when there is too much CO2 and expels it much larger amounts of thermal energy
readers to research what is ‘out there’ so that you do not need to mechanically per unit mass than conventional building
and consider working with a new material ventilate4. materials. PCM Plasterboard is an
or an old material in an innovative way. exciting example.7 This allows designers
Paperstone to think about the use of thermal mass
Solar Air Heaters Made from 100% post-consumer recycled (PCM acts like it) and night purge in light
These provide heating in winter passively. paper and proprietary PetroFree™ weight buildings.
To function they need the sun to shine, resins, PaperStone® is a sustainable Translucent Concrete
so looking at solar hours is an important solid surface material5. Rainstone is the
consideration to take into account when external cladding material. Provides thermal mass while allowing 5
specifying this product1. light and connection to external
Cross Laminated Timber conditions8.
Smartbreeze This timber structural panel product6
This is a solar powered ventilation - also known as CLT - has been used Bio Walls
system that can help with passive in Europe for the past 20 years. Biowalls (living walls, vertical gardens,
heating or cooling. These systems have More recently it has been used on green facades and green walls) are
been introduced into the Department prefabricated building projects in London exterior walls that are covered with living
of Education and Early Childhood such as the 9 storey high Stadthaus vegetation and used to insulate the
Development’s most recent relocatable Tower Murray Grove by Waugh Thistleton building and improve air quality9.
classrooms2. and the Kingsdale School Sports and
Music Hall by dRMM Architects. It is
Solatube Lights used mainly for wall, ceiling and roof 7 Kendrick, C and Walliman, N, 2007, Removing
High-performance daylighting systems construction. Unwanted Heat in Lightweight Buildings Using
that use advanced optics to significantly PCMs in Building Components: Simulation
Modelling for PCM Plasterboard, Architectural
improve the way daylight is harnessed3. 4 www.nbmcw.com/articles/glass/639-living-
glass-design-and-health-in-synergy.html Science Review, Volume 50.3, pp 265-273
1 www.resourcesmart.vic.gov.au/ 5 www.paperstoneproducts.com/rainstone.php 8 www.litracon.hu/
4. Solatube (www.solatube.com,au)
2 www.smartbreeze.com.au/ 6 http://www.structuremag.org/article. 9 www.mtnhighinspections.com/biowall_
5. Smartbreeze system (www.smartbreeze.com.au)
3 http://www.solatube.com.au/ aspx?articleID=947 inspection.html
12 Future Proofing Schools | Sustainable School Environments

13. INTERNATIONAL EXAMPLES: 1 2 3
1: Hunters Point Community Centre, California
Project Frog (www.projectfrog.com)
2: Gen 7 Classrooms, California
American Modular Systems (www.gen7schools.com)
3: Harvard Childcare Centre, Massachusetts
Triumph Modular & Anderson Anderson
(www.triumphmodular.com)
Future Concepts>
New Relocatables
Aspirational locations where: (a) vehicles idle, (b) Relocatables,Victoria: Acoustics - Reverberation times no
Specifications water accumulates after rains, or (c) Current Best Practice more than 0.7 seconds at 500Hz;
there are other major sources of air mechanical noise no more than NR40;
• Ensure you design in accordance pollution. Insulation: walls R2 and ceilings R4, traffic noise no more than 40dB(A); rain
with Class 3 building section F1 of
• Provide user-controlled ventilation floor R1.5 weather protected: noise no more than 45dB(A) at 10mm/
the BCA;
such as operable windows. Include Inorganic insulation materials must hr; average noise over 8 hrs period
• Appropriate target internal insect screens and operable shading be biosoluble with an ozone depleting not to exceed 85dB(A) – with no peak
temperature and humidity ranges for where appropriate (see Victorian potential (ODP) of zero; greater than 140 dB(C)
different climate zones (see Victorian specification for example).
specification for example); Glazing: U-Value 3.7W/m2, SHGC 0.51; Monitoring: Innotech Maxim III,
• Consider covered entries with an TVLT 0.57 – Argon double glazed with temperature range set at 19-26°C and
• Provide climate specific vapour exterior entry mat. 4mm energy advantage outer skin and
barriers for exterior wall construction; CO2 controlled if above 600ppm
• Low VOC emitting building materials thermally improved frame;
• Ensure adequate continuous Sensors: Light and fan sensors off after
to be used throughout (see Victorian Ventilation – Smart breeze solar
outdoor air intake and that this is 15 mins of no movement; perimeter
specification for example); powered ventilation system set to 21°C
not located near sources of potential lights only on if below 350 lux and turn
dust, pollen, mould and pollutant • Specify complete documentation off when over 500 lux
Temperature: Internal range from
problems; of operation and maintenance
19°C to 26°C; cooling when room and
requirements.
• Ensure that at least one supply air outside above 27°C and and heating
outlet and return air inlet are located • If possible think about effective ways when room and outside below 19°C;
in each enclosed area; of linking multiple classrooms managed by a reverse-cycle air-
• Ensure that energy use and conditioning system with a cooling
• If required, locate HVAC and air capacity of 7kW and heating of 8kW,
handling units as far as possible from temperature can be monitored and
displayed piping insulated with material with an
teaching areas to reduce noise; ODP of zero.
• Provide efficient HVAC air filters for • For general classrooms provide
reduction of: airborne dust, pollens Lux levels of 320 (AS 1680), with Carpet: VOC – 0.5mg/m2 per hr: 4-PC
and micro-organisms from re- a maximum power density of 8W/ 0.05 mg/m2 per hour; TVOC 50 g/L
circulated and outdoor air streams; m2 and Lumens per Watt of 40
(BCA2010) Rainwater: able to be collected via
• Ensure easy access to HVAC ducts for 100mm HDPE pipe
inspection and cleaning; • Special-use classrooms - chemistry,
biology, fine arts, etc - to have local Paint: low VOC (depending on type
• Locate classroom away from exhaust ventilation and appropriate below 75 g/L)
ventilation rates.
Sustainable School Environments | Future Proofing Schools 13

14. 1: Hunter Point roof overhang
1 3
2: Hunter Point interior with clearstory
windows and high ceilings
3: Hunter point roof with 7.2kW solar PV
For more information visit
http://www.projectfrog.com/
Case Study 1>
Project Frog
Overview Design Refinement Acoustics Thermal Comfort
Project Frog is a design, supply, sales and One of Project Frog’s points of difference Project Frog has an ongoing relationship Frogs use an underfloor heating and
marketing team based in California that is the ongoing research and refinement with its product manufactures as this cooling air distribution system with air
was founded on the notion that there that goes into the design and supply of creates opportuities to be innovative. vents built into the floor tiles than can be
is a better and healthier alternative to Frog buildings. One of Project Frog’s aims Frog 2.2 features Epic acoustical ceiling repositioned, giving flexibility. The walls
traditional portable classrooms. is to continue to ungrade the product panels. have a thermally broken stud with an R19
without driving up the price. insulation value. The ceiling insulation is
FROG stands for Flexible Response to This solution provides an aesthetically
Ongoing Growth. The move from Frog 2.1 (Crissy Field) pleasing design - with significant R30. (Australian equvalients R3.3 & R5.2)
to Frog 2.2 (Hunter’s Point) saw energy noise reduction. The panels also offer
Project Frog utilses a kit-of-parts efficiency increase by 22% while the cost exceptional light reflectance, reducing Energy Efficiency
approach to design and construction, as decrease by over 20%. the number of light fixtures needed and
described in the prefabrication brochure. The combined lighting, heating and
cutting down on energy use and eye cooling requirements of Frog V2.2 is
Some of these changes include: strain. The result is a healthier, brighter
Project Frog has four pre-approvals 57% less than the 2008 Californian
with the Division of State Architect in • deeper roof overhangs to address and quieter learning environment. Energy Code. To minimise solar gain and
California, enabling permits for new glare (from 2ft to 3.5ft), The panels are also structural which maximise energy efficiency a cool roof
buildings using the Frog kit to be quickly makes for a simpler building assembly. membrane is used to reflect heat. A
and efficiently obtained. The Frog at • higher ceilings to esentutate the 7.2kW Solar PV array is used on the roof
sense of space (from 8.3ft to 9.3ft at Further information on the acoustic
Crissy Field will apply for LEED Platinum treatment can be found at www.usg.com. at Hunter’s Point to generate electricity.
and the Frog at Hunter’s Point will apply the lowest point), and
for LEED Gold. • removing columns for flexibility, Materials & Waste Window Design
reduced the amount of steel by 20% Project Frog is designed with large areas
Life Cycle Assessment Frog Buildings use materials with
The next version of buildings will include recycled, renewable and re-used content. of glazing and clerestory windows to let
A life cycle assessment shows that over film insulated glass that will reduce the A Frog generates one fifth of the waste in indirect light. The manually operable
a 50-year building lifetime, a net zero u-value of the glass from 0.26 to 0.17 and of a conventional construction site and windows are position to enable natural
energy Frog causes approximately 87% the heat gain coefficient from 0.27 to 0.2. of this waste, 80% is deverted away from cross ventilation.
less fossil fuel use, 85% less climate landfill.
change, 82% less air pollution, and 73% Water
less water pollution than a comparable
average building with average energy use. The rooftop rainwater catchment system
at Crissy Fields offsets 86% of water
needed to flush toilets.
14 Future Proofing Schools | Sustainable School Environments

15. 1: Gen 7 Classroom, California 1 2
Wall section showing range of materials
2: Gen 7 Classroom, California
Building Section (www.gen7schools.com)
For more information visit
http://www.gen7schools.com/
Case Study 2>
Gen 7
Overview Scalability Lighting Insulation
American Modular Systems (AMS) is the The base product is a single storey The classroom uses 90% natural daylight The building has R32 wall insulation
company behind the creation of Gen 7, rectangular classroom comprised of which translates to an 80% saving in and R40 ceiling insulation (approx R5.6
a modular classroom that combines the 10x32ft or 12x40ft module.The overall energy. This is achieved using tubular and R7 equivalents in Australia). The
cleanest materials and latest technology classroom size can be adjusted by the skylights (with adjustable light damper), innovative use of recycled denim for
to promote sustainable practices and number of modules that are connected large low E double glazed windows and insulation has an engaging aspect of the
effective learning in schools, while together. A standard classroom in the energy efficient dimming lights that are building for the students occupying it.
remaining an affordable and low USA is 960ft. There is also a range of programmed to respond to external
maintenance solution. customised options. These include a conditions. The occupant can override Acoustics
range of automated systems, exterior the sensor and choose to activate 50% The classroom achieves a constant
The Gen 7 classroom is the result of
finishes and 6kW photo voltanic array or 100% of the lighting, where 50% 35dB(A). The roof is angled with a
$200,000 investment and 2.5years of
(attached to window overhang). AMS have controls one lamp per fixture (not 50% of suspended ceiling (layered with acoustic
research and development by AMS.
a 2 storey product in development. the whole room). The large expanses of treatment) that is pulled away from the
The building design has been developed glazing are well controlled by generous wall edge, to improve acoustics. At the
with pre-approval by the Department of Delivery & Community overhangs and automatically controlled lowest point, the ceiling is suspended 8ft
State Architect and has pre-certificated Because Gen 7 is manufactured off site blinds. The standard option has glazing to 6inches and is 10ft at the highest point.
by LEED (Leadership in Energy Efficient and delivered to the site more than 90% 700mm above floor level, and there are ER3 carpet tiles absorb noise.
Design) and CHPS (Collaborative for High complete, the project can be completed in options for the glazing to come down to
Performance Schools), giving clients full 90days. This minimises site disturbances the ground, so younger students can see Thermal Comfort
confidence in the ‘green credentials’ of such as noise and dust (which can impact out. An AV switch automatically prepares
the product, while shortening the length the room for use of overhead projection. The Thermal Displacement Ventilation
on the IEQ of neighbouring buildings) and (TDV) system used in the Gen 7
of the approvals process. lowers demands for energy and water at Materials provides 100% fresh filtered air to the
The Gen 7 has been modelled across the project location. Off site manufacture students at a low velocity. A CO2 sensor
all 16 climate zones in California and also allows AMS to eliminate material The chosen materials are low communicates when oxygen levels are
the thermal design exceeds the 2008 waste by recycling it in the factory and maintenance, either contained recycled low. Sensors on the doors and windows
California Energy Code by more than reduces transport emissions by ordering material or recyclable and have no or switch the TDV from mechanical to
26%, equating to $100,000/year in in bulk. A high percentage of fly-ash is low VOCs. The project achieved 100% natural ventilation mode when doors
direct savings for schools through lower used in the 6inch concrete slab, providing recycled mineral-board sheeting for roof and/or windows have been open for
maintenance and running costs. With a both thermal mass and rigidity without and wall backing, 80% recycled content 15minutes. The system saves 35% in
6kW Solar PV array on the roof overhang adding extreme weight that would in the steel and 100% recycled denim for energy and is extremely quiet, having no
the classroom is grid-neutral. challenge transport. insulation. detectable impact on acoustics.
Sustainable School Environments | Future Proofing Schools 15

16. 1 2 3
1-6: A compilation of responses from
Queenskand primary school children, aged
9,y.o, on how they would design a classrrom,
what makes them comfortable inside their
classroom and what they would change about
their current classroom.
5 6
References> 4
Further reading
“Though educational References Fisk, W., 2000, Estimates of potential nationwide Seppänen, O., Fisk, W, 2004, ‘Summary of
productivity and health benefits from better human responses to ventilation’, Indoor Air,
researchers have in the Ahmed, O., 2010, Application of microsystem indoor environments: an update, Air Quality vol.14, pp. 102-118
for real time IEQ control. US Patent 7780092;
past theorised that Mendell, M, Heath, G., 2005, Do indoor GBCA, 2008, Technical Manual Green Star Shorrock, J., 2006, Systems and methods for
pollutants and thermal conditions in schools – Education Version 1, Sydney: GBCA, p144 monitoring room conditions to improve occupant
views out of windows referring to the work of performance, US Patents 7113086
influence student performance? A critical review
cause unnecessary of the literature, Indoor Air, vol. 15, pp. 27-52; Hathaway, W., 1995, Effects of School Lighting on Taylor, A. & Gousie, G., 1988. The ecology of
Ali, H., Almomani, H., Hindeih, M 2009, Physical Development and School Performance, learning environments for children. CEFPI Journal,
distractions for children Journal of Educational Research, vol. 88, no. 4, 26(4), 23-28.
Evaluating Indoor Environmental Quality of Public
in the classroom, recent School Buildings in Jordan, Indoor and Built pp. 228-242 Wakefield, J., 2002, Learning the Hard Way:
Environment, vol. 18, pp.66-76 Heschong Mahone Group, 1999, Daylighting in The poor environment of America’s Schools,
research by educational Schools: An Investigation Into The Relationship Environmental Health Perspectives, vol. 110, no.
Corgnati, S., Filippi, M., Viazzo, S 2007,
psychologists stresses Perception of the thermal environment in high Between Daylighting and Human Performance, 6, pp. 298-30
school and university classrooms: Subjective Pacific Gas and Electric Company, Fair Oaks; Wargocki, P., Wyon, D, Sundell, J, Clausen, G,
the importance of a preferences and thermal comfort, Build. Environ., Johnson, P., Kritsonis, W 2010, Greener Schools, Fanger, P 2000, ‘The effects of outdoor air
stimulating visual vol. 42, no. 2, pp. 951-959 Greater Learning, and the LEED Value, Doctoral supply rate in an office on perceived air quality,
Cox-Ganser, M., White, S., Jones, R., Hilsbos, Forum, National Journal for publishing and sick building syndrome (SBS) symptoms and
environmental to the mentoring Doctorial student research, vol.7, no.1 productivity’, Indoor Air, vol. 10, pp. 222-236
K., Storey, E., Enright, P., Rao, C., Kreiss, K
learning process. Views 2005, Respiratory Morbidity in Office Workers Kellert S.R., Heerwagen J., Mador M. 2008 Wilson, Edward, O., 1984, Biophilia Cambridge:
in a Water-Damaged Building, Environ Health Biophilic Design: The Theory, Science and Harvard University Press
to nature are believed Perspect, vol. 113, no. 4, pp. 485-49 Practice of Bringing Buildings to Life Wyon, D 2004, The effects of indoor air quality on
to improve attention Daisey, J.M., Angell, W.J., Apte, M.G (2003), Pepler, R.D., Warner, R.E. 1968. Temperature performance and productivity, Indoor Air, vol. 14,
Indoor air quality, ventilation and health pp. 92-101
span... improve learning symptoms in schools: an analysis of existing
and learning: an experimental study. ASHRAE
Transactions, Vol. 74, 211-219, American Society
results ... and reduce information, Indoor Air, 13, 53-64; of Heating, Refrigerating and Air Conditioning
Evans, G., Maxwell, L, 1997, Chronic noise
eye strain.” Engineers, Atlanta, USARutter, M 1979, 15,000
exposure and reading deficits: The mediating hours: Secondary schools and their effect on
[GBCA, 2008, Technical Manual Green Star –
effects of language acquisition, Environment and children, Open Books Handbook, vol.4, McGraw-
Education Version 1, Sydney: GBCA, p144]
Behavior, vol. 29 no.5, pp. 638-656 Hill, New York
16 Future Proofing Schools | Sustainable School Environments