3. USING GOOD DESIGN AS A CATALYST
FOR CHANGE
Having established policies, the school
community sought to embed this thinking
in the design of the new school.
For eg: The community wanted:
– all the facilities under one roof, so pupils
would not have the disruption of going
outside to move between different
activities
– easy access to outdoor learning spaces
from
4. TRY & MAKE THIS POSSIBLE
Involve students in the planning and even
construction of the new building.
Children can given bricklaying lessons by
the
contractor to give them an understanding
of
the trade.
Compound walls can be made designed
with beautiful patterns and designs using
empty plastic bottles
8. HOW EDUCATIONAL TRANSFORMATION
AFFECTS DESIGN
The goals of educational transformation as
follows:
– deliver high standards in world-class
schools
– narrow achievement gaps and tackle the
effect
of poverty and disadvantage
– enhance school diversity and parental
choice
– increase access to community services
9. HOW EDUCATIONAL TRANSFORMATION
AFFECTS DESIGN
– deliver creative, flexible designs supporting
the best thinking on teaching and learning
– secure effective use of new technologies
– produce places for learning that are
exciting,
flexible, healthy, safe, secure and
environmentally sustainable.
11. NEW PATTERNS OF LEARNING AND THE
IMPLICATIONS FOR DESIGN
The design of new school buildings needs
to provide facilities that can change with
the times, so more flexible spaces will be
needed
For eg. review of the primary curriculum, is
now, focused on the benefits of integrated
subject teaching and improving transition
from early years through a more
play-based approach.
12. NEW PATTERNS OF LEARNING AND THE
IMPLICATIONS FOR DESIGN
These changes will have implications for
design in that more flexible spaces will
need to be considered.
By designing flexible buildings, schools are
able to respond to new thinking quickly and
efficiently, without further disruptive
construction work.
13. NEW PATTERNS OF LEARNING AND THE
IMPLICATIONS FOR DESIGN
– deliver creative, flexible designs supporting
the best thinking on teaching and learning
– secure effective use of new technologies
– produce places for learning that are
exciting,
flexible, healthy, safe, secure and
environmentally sustainable.
14. NEW PATTERNS OF LEARNING AND THE
IMPLICATIONS FOR DESIGN
School buildings will have to become more
accessible and adaptable for community
use, the change in learning patterns and
the implications of increased ICT use.
CC camera, Smart Class rooms, digital
communication systems, Public Address
systems are an integral part
Having conference rooms, am phi theatre,
auditorium is a neccessity
15. NEW PATTERNS OF LEARNING AND THE
IMPLICATIONS FOR DESIGN
– Initial investment priorities
The specific priorities for investment during
the first four years of the programme (five
years for pathfinders), showing how these
contribute to the long-term aims.
It should also specify the school projects to
be delivered up to which academic year.
17. PERSONALISED LEARNING IN PRIMARY
SCHOOLS
Personalised learning involves:
– knowing pupils better as individuals and
learners
– pupils understanding what they are trying
to
achieve matching teaching and learning
more closely to the needs, aspirations and
learning styles of pupils
18. PERSONALISED LEARNING IN PRIMARY
SCHOOLS
– creating a positive ethos in which pupils’
welfare is nurtured
– valuing the knowledge, skills and
experience pupils bring to the
classroom.
❖ Good design can help the delivery of
personalised learning, providing
conditions in which staff and students
can shape teaching around the way
different children learn. Some of the
practical issues to consider include:
19. PERSONALISED LEARNING IN PRIMARY
SCHOOLS
– the size, shape and furnishing of
classrooms
being sufficiently flexible to meet a variety
of
teaching needs
additional spaces provided for smaller
groups and individual learning, both with
and without adults
20. PERSONALISED LEARNING IN PRIMARY
SCHOOLS
– school grounds providing outdoor spaces
for
small groups and individual learning
– capacity for using ICT in a variety of ways
within the learning environment
appropriate illumination, acoustics,
ventilation and heating to support a range
of learning activities.
22. THE EXTENDED SCHOOL AGENDA AND
ITS DESIGN IMPLICATIONS
Some of the key considerations when
designing for extended services are:
– Accessibility and security: Be clear about
which areas of the building will be
accessible to the community during the
school day.
– Flexibility: The arrangement of spaces
needs to take into account how the building
will work in a range of different situations,
at different times of the day and week.
23. THE EXTENDED SCHOOL AGENDA AND
ITS DESIGN IMPLICATIONS
- Management and running costs: A school
that is used intensively all day, every day,
will get a lot of wear and tear.
- The building fabric and external landscape
should be designed to be durable and easy
to maintain, perhaps adding to the initial
cost, but saving money in the long term.
25. ENCOURAGING PARENTAL
INVOLVEMENT IN CHILDREN’S
EDUCATION
Evidence shows that when parents are
involved in their children’s education and
their school, children get more out of their
schooling and their attainment is greater.
The design of primary schools can
positively
help this process by encouraging parents
to come into the building and, once inside,
making the experience enjoyable and
making them feel positive about returning.
