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The Sustainable classroom
This multi-age learning environment is designed for primary education years,
with a focus on cooperative learning, sustainability and community.

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The classroom is designed to cater for the
varied learning styles of modern learners in a
meaningful environment, while allowing teachers
the flexibility to conduct lessons and experiences
in different ways. The space is open and inviting
with specialist areas of busy interaction, as well
as areas of solitude, though at all times allows
two teachers clear viewing lines for observation
of up to approximately thirty five students.
Divided into four main areas, the design
utilises sunlight for lighting and heating
requirements through its orientation within the
local environment. For cooling on warmer days,
two small streams from the rear garden run across a rocky bed underneath the
building where the excess heat is absorbed by the cooler, moist rocks. With climate
change having become a critical pressure for current and future generations, this
building is a daily education in sustainable living practices. Other sustainable
features include solar collection for energy sources, recycling and composting of
waste materials, and a student garden for growing vegetables and fruits.

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Between the garden and compost
area and the building sits the playground
area, with climbing equipment, a sand pit,
and outdoor eating or sitting benches. A wide
veranda invites entry to the classroom
through large sliding doors adorned by
boards containing information, messages or
reminders.
Entry into Teaching Area one
reveals a desk set up that encourages
generative learning through
differentiated teaching locations rather
than territorial lots of space. This
provides students opportunities to work
hands on with others and make choices,
while the teacher moves from group to
group in more of a facilitator role rather
than that of a one style suits all lecturer
(Marsh, 2010). Other features of
Teaching Area one include an area for
class pets, such as turtles, frogs, lizards,
or an ant colony, which will allow
students to witness various life cycles as

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well as show responsibility for maintaining their environment. A quite area for two for
activities, games or one on one attention is placed near some cases which can be
used as resource stations, displays for students work, or relevant topical artefacts.
Shelving placed either side of the entry can be used as resource and materials
stations, displays for work or artefacts, pigeon holes for students, or all three.
The wide based windows in the room
can also be used as shelving. In the
corner, carpeted tiered platforms can be
used as seating for presentations, or
group discussions and activities, and
when not in use can be used as an
additional display area. Underneath is a large lock up storage area for teacher use. A
wall mounted interactive whiteboard is used for media, group web browsing, or
writing on, and connects the class computers to each other and the World Wide
Web, which by revolutionising communication and making information almost
instantly available, has made it an invaluable tool for education if used effectively
(Maddux, 2009).
Degenhardt and Duignan (2010)
detail how continual and increasing
change has brought pressures on
education, and that knowledge
generation and information processing
have become the source of productivity
in the twenty first century. Twenty first
century learners require different skills to
those of the past. They are required to
be good communicators, critical thinkers
and problem solvers, and need to be provided with tools that enable them to focus,
explain their ideas and thoughts, analyse and filter information, interact with others,
be flexible, and to be lifelong adaptive learners (Tait, 2012). So not only do students
need access to the internet for information, they also require the skills to utilise
technologies and associated applications, such as word processing, slide
presentations, fact sourcing, file and media conversions and online communication
skills. Though supplying a learning environment with current technology trends may

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seem inviting, I believe that for overall versatility
a function area containing general purpose
desktop computers would be most suitable. A
class intranet for sharing information, ideas,
goals, news and achievements around the
classroom, and to students’ homes if permissible
would be beneficial.
The Lounge area makes use of a
connecting hall between Teaching Areas one
and two to provide a quiet place for individual
activities such as reading, study and respite.
The area could also be used for group
discussions. A wall window running the entire
length provides an observational perspective on
a functioning ecosystem developed on the rear
of the grounds. A thin photovoltaic film covers
the outside of the windows to assist energy
collection, temperature control and light within
the classroom.
Teaching Area two is set up in a
similar fashion to Teaching Area one,
with only slight variations on the sub
function areas. A partitioned area
creates a central resource storage and
play area on one side, and a library and

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reading space leading into the Lounge area on the other. Once more, a clear line of
sight across the entire classroom is prominent, so regardless of which particular
interest area a student is engaged in, teachers can watch for signs of
disengagement, disinterest, potential misbehaviour, social interactions and
successes. The other main features of
Teaching Area two are the platform area
in the corner of the room, and the
designated Kitchen space. The platform
area in the corner is ideal for music, art,
drama presentations, group activities or
just stretching out. The wall windows
provide ample daylight as well as a view
over another section of the grounds. The
Kitchen area accompanies the garden
and compost aspects of the learning
environment. Offering a myriad of
learning opportunities, food can be
grown by the students and then used in
the kitchen to create group meals. Fruit
and vegetables from the garden can be
shared with class families, or the wider
community, and any waste is either
composted for the garden or recycled.
The area can be used for group meals,
arts and crafts, or individual work.
Overall, this learning environment
is vibrant and interesting, and will
engage and support learners through
multidisciplinary, authentic tasks while
encouraging interactive, collaborative
and explorative learning. Engaged learners take responsibility for their own learning,
are energised by learning, and are collaborative and strategic (Marsh, 2010). Ackoff
and Greenberg (2008), describe the ultimate self-motivating school environment as
one that is comfortable, stimulating and self-directed, and places emphasis on

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opportunity, inclusion and social values. While keeping students in touch with an
ever changing knowledge era this classroom also involves and educates them in the
growing issue of sustainable living and community, allowing them to learn the skills
needed to be active, contributing and fulfilled citizens in a future we cannot yet fully
understand or predict.

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References
Ackoff, R. L., & Greenberg, D. (2008). Turning learning right side up: putting
education back on track. Upper Saddle River, NJ: Wharton School
Publishing.
Degenhardt, L., & Duignan, P. (2010). Dancing on a shifting carpet: reinventing
traditional schooling for the 21st
century. Camberwell, Australia: ACER Press.
Maddux, C.D. (2009). Information Technology in Education: The Need for
Skepticism. International Journal of Technology in Teaching and Learning,
5(2), 182-190.
Marsh, C. (2010). Becoming a Teacher: Knowledge, Skills and Issues (5th
Edition). French Forest, Australia: Pearson Australia.
Tait, C. (2012). Lecture 7: The knowledge era classroom [PowerPoint slides].
Unpublished manuscript, EDU103, University of the Sunshine Coast,
Sippy downs, Queensland, Australia.