The document discusses remodelling education spaces to address climate change challenges. It summarizes AECOM's work for the UK Department for Education on mitigating carbon emissions from existing schools. Analysis found emissions could be reduced 50-65% through energy efficiency alone, saving 1.75-2.27 million tonnes of CO2. Next steps include prioritizing spending on cost-effective efficiency measures and low carbon technologies. The document also outlines AECOM's research for the Partnership for Schools on adapting schools to risks of overheating, which was modeled for various thermal comfort criteria and locations.

1. Remodelling Education Spaces BSEC Conference Ben Smith 13th September 2010

3. More emphasis on refurbishing existing education buildings

4. Free schools to inhabit redundant retail/office/etc buildings, to create suitable education spaces (?)

6. AECOM From Dublin to Almaty, and from Ankara to Edinburgh, AECOM has a highly skilled workforce of more than 4,500 people across Europe. 4,500 employees 19 countries 50 + locations

8. Relevant project experience Nottingham Univ Wandsworth BSF JCB Academy Lambeth College REVIVAL - Daneshill

9. Presentationoutline 1. AECOM’s work for DCSF (now Dept for Education) – mitigation 2. English schools stock and the scope for climate change mitigation 3. Project approach, results and recommendations 4. The next steps - turning ambition into reality 5. AECOM’s work for Partnership for Schools - adaptation

11. Commissioned by Department of Children, Schools and Families (DCSF) to feed in to Zero Carbon Taskforce. Working with QS Rex Proctor

12. Task Force’s Call for Evidence – ‘needs more focus on existing buildings, rather than new buildings’

13. Zero Carbon Taskforce report published in January 2010

15. Contribute around 15% of CO2 emissions from the public sector

16. 1.2% of the overall UK CO2 emissions. DCSF (2007)

17. BSF and PCP - was aiming to tackle energy efficiency in 50% of existing schools over 15 to 20 years

18. Assumed that with fewer new schools being built remodelling existing education spaces will become more of a priority

20. Simple modelling – base case versus improved case

22. Many useful for identifying trends and quick wins.

23. Further detailed analysis - 31 case studies.

25. JCB Engineering and International Business Academy;

26. Regeneration and refurbishment of an important historic building (Arkwright mill) and site;

27. The creation of a pioneering and exemplar education project, intended to become a Regional Skills Academy

28. Community use of the sport and education facilities/improved facilities for Rocester Football Club;

30. Environmentally sensitive materials

31. Highly efficient building envelope

32. Renewable Energy – Hydro, Biomass, Solar Thermal, PV

33. Rainwater harvesting

34. Landscaping – ecological enhancement/tree planting/re-claimed materials

35. Community – extended schools use

37. Design v Reality Analysis of existing data Degree day corrected heating fuel CO² /m² (50-80% refurb) kgCO2 Before - number After - number better worse Before - cumulative % After - cumulative %

39. Improvements modelled as packages and as individual measures.

40. Packages cover improvements to walls, roof, floor, glazing, lighting, heating and ventilation

41. Considered maximum CO2 saving and most cost effective solutions

42. Individual measures interesting – ‘quick wins’

44. This would give a CO2 saving of between 1.75 and 2.27 millions tonnes - 20% and 26% of the total emissions from English schools (0.28% of total UK CO2 emissions)

45. Significantly reduced energy running costs

46. More work is required to direct targetted intervention for energy efficiency

48. Considering – maintenance, fuel cost savings, the cost of carbon

49. The role for low and zero carbon technologies

50. The timeline for intervention

51. Hidden, missing and marginal costs

52. Ring fencing funding for energy efficiency

53. Policy to drive uptake – competitive bidding for funding

54. A suite of marginal abatement cost curves for policy makersHierarchy 1: Measures approach for a Primary School (1919 – 1980) oil fired

55. Marginal Abatement Cost Curves for DfE

56. Not just about mitigation. Adaptation.

58. Focus on overheating

59. Using latest data from UKCIP (Sensitivity testing – University of Manchester)

60. Supported by Edward Cullinan Architects, Rex Procter and Learning through Landscapes

61. New and existing schools

62. Overheating inside and outside – school grounds

63. Looking at location, orientation, classroom height, ceiling height, glazing ratio, IT gains

64. Modelling adaptive interventions

65. Various thermal comfort criteria

66. Cross-checked with case studies 2080 10% 50% 90%

67. Interventions

68. Prepared by: Edward Cullinan Architects

70. Case study - London School of Hygiene and Tropical Medicine (Camden)

71. It’s an education space – it’s being remodelled!

72. Looking at high temperatures - but also flood risk and water resources and qualityRisk Intervention Cost Adaptation strategy

75. Thank You. Ben Smith ben.smith@aecom.com