Linking pedagogy and_space

prop o s e d pl a n n i n g p rinciples
... Department of Education and Training [Victoria] [16 March 2005]

linking pedagogy and space

Dr Kenn Fisher
Director, Learning Futures
Rubida Research Pty Ltd
Knowledge&Skills
Building a Future 0.00

storthe scope ofa rstoryboardu ttheiplanning and design principles in this document
y b o the d o for l n e
... outlines [16 March 2005]

1.00 2.00 3.00 4.00
curriculum context pedagogy + space planning principles suite of spatial concepts

teaching and learning principles linking principles to place the ‘learning hub’ case study 01
australian maths + science school [sa]

DE+T essential learning strands linking pedagogical activities to cluster models case study 02
and domains spatial settings mawson lakes school [sa]

key pedagogical approaches learning settings clusters and affinities prep - 6 case study 03
7-9 canning vale high school [wa]
10 - 12

learning setting principles: cluster options prep - 6 case study 04
7-9 reece high school [tas]
01 individual settings 10 - 12

02 group settings case study 05
copperfield school [vic]
03 activity rich settings

04 informal learning settings case study 06
the big rug school [uk]
05 staff settings

case study 07
tight urban site . school design [uk]

case study 08
‘zoo school’ [minnesota]
0.01

[16 March 2005]

curriculum context

proposed planning principles
DE+T [vic toria] 1.00

teachcurrentg aprinciples fore a r n i ng principles
i n DE+T n d l Victorian schools
... summary of [source: Dr Kenn Fisher]

educational principles
Learning for all

core principles p-12 Pursuit of excellence

Learning environment supportive & Engagement and effort
productive
Respect for evidence
Learning environment promotes
independence & self motivation Openness of mind essential learning standards

Students’ needs, backgrounds, Live in complex, rapidly changing,
perspectives & interests reflected in rich in ICT world
learning program
Demands higher order knowledge &
Students challenged & supported understanding
to develop deep levels of thinking &
application
sustainable Global
Understand interaction of social,
economic & environmental systems
Assessment practices an integral
part of teaching & learning
innovative
Skills to solve new problems,
Learning connects strongly with
different approaches and new
communities & practice beyond the
solutions
classroom
building stronger communities
Build common purposes & values
-mutual responsibility & trust in
diverse sociocultural community

1.01

DE+ T e strategiesnt i alVictoria includening s atrands and the strands and domains.
s s e by DE+T in l e ar the attributes of successful learner and domains
... current educational [source: Department of Education + Training]
The principal activities in achieving these outcomes include delivering, applying, creating, communicating, decision making

a t t r i b ut e s o f a s u c c e s sful learner [P - 12]
strands and domains
- Social skills
- Links school & home physical, personal and social
- Curiosity / encouragement greater interest in learning
- Basic numeracy & literacy - simple technical & coordination learning
skills health and physical education
interpersonal development delivering
- Organise ideas & use language with peers personal learning
junior school

- Master basic literacy, numeracy skills civics and citizenship
- Awareness of other groups, cultures, times
applying
discipline-based learning
- Persistent & prolific in certain skills
- Participate in discussion about ideas & beliefs - express the arts
informed opinions english
languages other than english creating
- More complex thinkers - apply problem solving strategies the humanities [economics,
- Participate in / lead small group activity geography & history]
- Learn more deeply through more extended projects mathematics
science
communicating
- Individual sense of identity - consider more complex ideas
- Interest in learning more independent / congruent with
mi ddle sc hool

personal goals interdisciplinary learning
- Participate in a variety of physical activities communication decision making
- Understand effects of risk taking design, creativity and technology
information and communications
- See themselves as young adults - independent thinkers, use technology
formal methods of enquiry
- Seek to apply learning to the world outside school thinking
- Set personal health & fitness goals, undertake activities to
achieve them authentic
authentic, integrated, problem
- Personalised learning and the application of specialised
11 - 12

and resource based learning
behaviour
- Pathways into further learning and/or employment 1.02

ke y ofp e d awill be usedic a l toa ppr oaches forms. These pedagogies will target and support
g o g according subject matter and essential learning
... a range pedagogies [source: Dr Kenn Fisher]
improved student skills outcomes and enhanced student competencies. Students are at the centre of learning, with teachers as facilitators

project-based
explicit
research-based
instruction

integrated resource-based
t e ac h e rs a s f a c i l i t a t o r s

tea c h e r s a s f a ci lit at ors
curriculum student skills
[thematic] - writing
- reading
- talking team-collaborative
- presenting
self directed - making
[individual
reflective] student competencies
- critical thinking field-based
- communicating
(multi modes)
students as - self organising
researchers - collaborating constructivist

discipline individual
speciality learning
contracts
others

1.03

[16 March 2005]

pedagogy and space


linki nactivities require specificp l e qualitieso beplace principle requires specific pedagogical approaches to support that principle,
g p r i n c i spatial s t to effective. Each
... pedagogical [source: Department of Education + Training]
and these pedagogies are applied through the five core activities or modes. These modes have direct implications for learning settings design

principle pedagogical approach pedagogical imp l i c a t i o n s f o r b u i l d i n g d e s i g n
activity

The learning environment is Learner centred pedagogies Design reflects community diversity, respects and
supportive and productive with multiple learning settings deliver in g values different cultures
collocated Students have access to teachers

The learning environment Peer to peer learning, Breakout spaces are provided to allow individual
promotes independence, integrated problem- and student work
interdependence and self resource- based applying Furniture is suitable for cooperative learning
motivation

Students are challenged Integrated, problem and Access to ICT, multi-media supports authentic
and supported to develop resource based learning learning
deep levels of thinking and
application creating

Students’ needs, backgrounds, Theory linked to practice, Quiet spaces
perspectives and interests problems integrate both Multi-purpose rooms that enable students to work
are reflected in the learning aspects, resources used on different subjects over longer periods of time,
program continually and creatively, encourage integrated curriculum
integrated curriculum delivery communi cating Teacher spaces that encourage cross-disciplinary
teams of teachers working with groups of students

Assessment practices are an Continuous assessment, Spaces for student-teacher conferencing
integral part of teaching and utilising a pedagogy of Intranet facilities enable ongoing monitoring of
learning assessment student progress by students and parents

decision making
Learning connects strongly Project and resource-based Buildings and facilities that bring the community into
with communities and practice learning on practical problems the school
beyond the classroom ICT facilities that support curriculum links to
professional and community practice 2.01

l inking pedagogical types.
... categoric pedagogical practices have associated space
activities to spatial settings
[source: Scott-Webber]

pedagogical activity pedagogical attribute process ste ps behaviou r a l p r e m i s e spatial icon
Formal presentations Prepare & generate Bring information before
delivering Instructor controls presentation the public
presentation Deliver to an audience Instructor lead
Focus on presentation Assess understanding Knowledge is in one
Passive learning source

Controlled observation Knowledge transferred via Learner-centered
applying One-to –one demonstration Apprentice model
Master & apprentice Practice by recipient
alternative control Understanding achieved
Informal
Active learning

Multiple disciplines Research Innovation or knowledge
creating Leaderless Recognise need moved from abstract to a
Egalitarian Divergent thinking product
Distributed attention Incubate
Privacy Interpret into product /
Casual innovation
Active learning
Knowledge is dispersed Organise information Share information
communicating Impromptu delivery Deliver Provide quick exchange
Casual Receive & interpret
Active learning Confirm

Knowledge is dispersed Review data Make decisions
decision making Information is shared Generate strategy
Leader sets final direction Plan
Situation is protected Implement one course of
Semi-formal to Formal action 2.02
Passive / active learning

learning settings
... possible learning settings for various modes and group sizes. These multi-modal learning settings should be collocated and clustered to [source: Dr Kenn Fisher]
allow students to move around the various learning environments to suit the particular learning task

colloboration group presentation teacher
incubator learning space meeting
space

resources,
supply + store

individual pod
[place to think]
student
home base
specialised
focus
lab

project
space + outdoor display breakout
wet areas learning space space

2.03

learning setting principlesresearch/ they are essentiallysettings learning
... describes types of spaces and spatial qualities that support individuals and
- 01 individual
for self-directed

student home base individual pod [place to think]

space space
Space for an individual to personalise and in which Quiet Spaces for individuals or small groups.
to work and study.
Gathering place for learners and teachers.
pedagogy
pedagogy Provides quiet place for work, study, reflection, or
Provides sense of ownership and teaches rest.
responsibility for one’s own learning.
Provides a common space to start a learning size
activity, seek assistance and resources, share 10 sqm.
ideas, and hold group discussions.

size
1-2 sqm.

2.04

learn in g setti n g pri nciples - 0 2 gro upfurniture sogs the spatial organisation is s ettin
... describes types of spaces and spatial qualities that support groups. these should have movable that
learner-controlled. These are for small group collaborative and cooperative learning activities

group learning space collaboration incubator

space space
Individual or team spaces for staff that has adjacent Idea generation space, team meeting space,
material preparation area and meeting space. access to technology and other resources and
display space for models and ideas.
pedagogy
Encourages team teaching, mentoring of pedagogy
other faculty, integrated planning, and informal Support creativity, idea generation, teamwork and
discussions. prototyping of concepts.
Encourages involvement of local employers in the
size development of projects.
20-25 sqm.
size
20 sqm.

2.05

le arn in g se spatial qualitiesprinciples essentially for largersgroups gs
ttin g that support groups. these are - 0 2 gr ou p et tin
... describes types of spaces and where presentations and
exhibitions will occur

presentation space display space

space space
Places for individuals or teams to demonstrate and White boards, black boards, tack surfaces, and
perform. show cases. Place furnishings to display work in
progress or completed projects. Can overlap with
pedagogy circulation.
Gives opportunity to practice, share acquired skills
and knowledge with learners, staff and the public pedagogy
and receive feedback. Provides places to show ideas, work-in-progress
and finished products.
size Supports and shares learning process by
40-50 sqm, generally dividable. showcasing concept development, learning
activities, development process and finished
products and services.

size
20 sqm.
2.06

learning setting principles - 0will be technologically enhanced and contain a range of
... describes types of spaces and spatial qualities that support activity. these spaces
3 activity rich settings
services and other resources according to the studio space type

project space + wet areas specialised focus laboratory

space space
Space that provides a variety of work surfaces, Areas to support learning activities requiring
cabinets for supplies, storage areas for projects in specialised equipment or furnishings [eg. Science,
development stage, access to tools and technology. technology, art, music, dance, fabrication,
Specialised lighting, and other infrastructure such as troubleshooting].
sinks and disposal.
pedagogy
pedagogy Provides space and infrastructure to develop and
Provides space to produce information, services or practice specialised skills.
products. Brings relevancy of work, family and community to
Encourages critical thinking, problem solving, and the learning process.
team work.
size
size 80-100 sqm.
40-50 sqm, generally dividable.
2.07

learning setting principles problem-based learninglearning settingsactivities
... describes types of spaces and spatial qualities that support informal learning.
- 04 informal
and collaborative and team
will occur in non timetabled spaces scattered across the campus in corridors, verandahs, cafeteria and library

outdoor learning ‘breakout’ spaces
space space
Outdoor areas of any scale that are semi-defined by Lounge areas, small study rooms, widened corridor
landscape, building edge or lightweight cover, with spaces that allow gathering away from formal
provision for seating. learning activities.

pedagogy pedagogy
Provides informal outdoor area for socialising, Provides psychological and physiological relief from
private study, reflection or discussion. Can be used formal environments. Allows for individual reflection,
for structured small group activities. informal discussion or social activity for small
groups.
size
varied. size
15-20 sqm.

2.08

l ea rn in g se spatial qualitiesp rinciples - 05 places should not be isolated from students – an adult
... describes types of spaces and
ttin g that support activity these spaces and s taff settings
learning approach supports staff taking ‘time out’

teacher meeting resources, supply + store
space space
Individual or team spaces for staff that has adjacent Space within or adjacent to the learning activities
material preparation area and meeting space. spaces to provide resources, store supplies for
classroom projects, tools, learning products and
pedagogy materials.
Encourages team teaching, mentoring of other
faculty members, integrated planning, and informal pedagogy
discussions. Provides ready access to needed supplies, tools and
storage for learning projects.
size
20-25sqm. size
20-30 sqm.

2.09

[16 March 2005]

planning principles


the learninga r n aren g hsou bindividuals and groups have easy access to a range of pedagogical settings
‘ l e settings i clustered that ’
... multiple [source: Department of Education + Training]

multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media
multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-
media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media
learning studios teacher distributed professional
preparation resources development
multi-media multi-media multi-media multi-media multi-media multi-media library
centres + multi-media multi-media multi-media multi-media multi-media
multi-media
multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media learning commons multi-
multi-media multi-media
development learning hub + flexible learning
cluster linked to
centre
subjects
multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media
clustered clustered student learning laboratory
‘shopfronts’ services
multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi-media multi- 3.01

clust e r m o of clustering groups are suggested clusters may be based on syndicate group, or home group, of ‘family’ sized
dels
... potential alternative models [source: Department of Education + Training]
groupings

home base home base 5 student 5 student
20 students 20 students workstations workstations

‘family’ ‘family’
centre centre

home base home base 5 student 5 student
20 students 20 students workstations workstations

usual home group arrangement team based arrangement

personal
space
personal personal
space space
shared
space

personal
space
personal
space
shared
space
personal
shared space
space personal
space

3.02
learner determined arrangement

cl u s t e r s a n d a ffi n it i e s [ p r ep - 6 ]
... various learning settings are clustered around common space and these are in ‘family’ groups or clusters

store technology technology store
area area
porch or porch or
verandah verandah
work area floor sitting area floor sitting area work area
shared
project wet open specialist open project wet
area resources teaching
space resources area

seats and desks seats and desks

courtyard /
outdoor
common courtyard /
outdoor
learning learning hub learning

seats and desks seats and desks

project wet open open project wet
library
area resources multi-media resources area
computers
project area
porch or porch or
floor sitting area floor sitting area verandah
verandah
work area work area
technology technology store
store
area area

3.03

clust e r s a n d to accessi sharedtlearning studios [ 7-9 ]
a f f n i i es
... clustered learning settings are able

shared breakout shared breakout

home group home group reading home group home group

courtyard courtyard
or
outdoor learning learning or
outdoor
learning common common learning
resources

home group home group home group home group

shared breakout
learning studio shared breakout

multi-media
science + technology
performing arts
shared breakout shared breakout
art + design


courtyard interview courtyard
or or
outdoor learning learning outdoor
learning common common learning


shared breakout shared breakout 3.04

clust eare s a n d a to f i n i t i es provide 10-12 ] of learning possibilities
r arranged to conform f VCE requirements and [ three distinct clusters
... these clusters

instructional learning
interview
external
distance
seminar learning
meeting centre
video
practice based learning conference
lecture +
instructional

project areas

learning studio
student
multi-media
science + technology social hub
performing arts
art + design

resources
self-directed + informal learning

workstations cafe

learning
support
lounge / helpdesk
reading area
3.05

clust e roptionsp tclustered learning settingsp rep-6]
o for i o n s [
... various potential

learning cluster linear cloister
building design partnership cottrell + vermeulen

Using a block stacked, hexagonal formal module, these Flexible classroom spaces spawn from an adaptable
classbase spaces can enclose centrally located share size central linear circulation space. Providing increased
resources, for instance, group social/play space or ict teaching flexibility within the classroom space [with
facilities without creating ‘unusable’ corner spaces. necessary support facilities] and non-programmed
Each space can be thought as if it were composed of a teaching within cloister space, further learning can be
series of trapezoidal activity forms to increase flexibility programmed through the moveable partitions between
within the classbase. classbases.

3.06

clust e roptionsp tclustered learning settings7- 9]
o for i o n s [

learning cluster learning cluster
mace wilkinson eyre

Flexible learning clusters, each capable of further Centrally located resource pods comprise the central
division or combination, provide further potential space within a large scale learning pod. Traditional
expansion to this model as demonstrated above. Social classbases are integrated within a flexible learning
or collective resource spaces separate learning spaces space and pedagogy.
from spiratic activity of circulation cloisters.

3.07

clust e roptionsp tclustered learning settings1 0-12 ]
o for i o n s [

learning cluster learning atrium
woods bagot alsop

Providing specialist learning and pedagogy, these Centrally located social/resource pods comprise the
spaces emphasize how individual, group and flexible central space within a large central atrium space.
learning spaces can be combined. Central ‘informal’ Traditional classbases form learning wings to vibrant
spaces progress through to task oriented resource hub spaces for ict or resources. The diversity of such
rich learning environments. spaces integrated within the tower proposal develops
notions of community and living towards a micro-village
learning environment.

3.08

[10 February 2005]

case studies


case s t uCommons, Learning
Learning d y 0 1 . a u s t ralian maths + science school [sa]
Studios and Other Facilities.
theme 1 theme 2 theme 3 theme 4 theme 5
context of the project in educational philosophy specific proposed key planning + design evaluation of strengths &
relation to state, school orthe school is the break
A key feature of pedagogical activities features weaknesses
discipline trends inthe traditional concepts of
away from teaching
and learning
classrooms and laboratories. These have
been replaced by such concepts
Conceived as a focus driven science Challenge pre-conceptions of Interdisciplinary approach to ASMS is designed as a single, two Strengths:
as”learning commons” and mathematics teaching
and mathematics school, within the science and “learning curriculum design, teaching and level building, composed of learning
studios”.
campus of Flinders University. through four principles; learning, supporting an ‘inquiry’ commons and learning studio Close collaboration with institutional
“A passion for learning creates approach and ‘constructivist’ spaces, able to adapt to groups of staff and resources
Interdependent upon industry and inspiration” learning. varying size and configuration.
business partnerships andare designed to be student
The spaces capitalises “Choice is an essential part of Advancement of student centred,
upon centred,torather than learning”
relationships other teacher centred, and Inquiry approach to Learning Classrooms and centrally located flexible learning ideology
educational institutional facilities. “Learning is social and collaborative” common spaces to each floor, open
will foster collaborativeknowledge is connected”
“All syndicate and Encouraging and developing to outdoor [learning, recreational and Integration of advanced ICT
project based learning.
Fostering professional relationships higher order thinking skills and social] environments. infrastructure within curriculum
with the Schools of Education and Encouraging learning and problem metacognitive processes

http://www.cybertext.net.au/tct2002/disc_papers/learning/need_mather.htm
Science and Engineering at Flinders solving within individual and group Incorporates a range of Close links with industry and other
University, the professional teachershave histhrough collaborative
Each student will contexts, or her own Learning centred curriculum, environmentally sustainable features, institutions
associations and the curriculum working relationships and flexible informed through; fertile questions, consistent with modern ‘moral,
“home-base” work station located in one
policy directorate with the SA teaching and learning groups. wonderings, problems, issues, ethical and environmental issues… Working to challenge and renew

http://www.cybertext.net.au/tct2002/tour/aus_sc_maths.htm
of the learning commons. Students may
government Department of Education emotions, in collaboration with associated with ‘new sciences’’ approach to traditional school

http://www.cybertext.net.au/tct2002/keynote/lake.htm
and Children’s Services.
flexibly organise their “homeofbases”learning
Development individual to teaching and learning methodologies disciplines

http://www.aspa.asn.au/Confs/Aspa2004/asms.htm
plans, containing multiple entry ranging from studentallocated for visiting teachers
Zones are to instructor School physically open for twelve
meet social or studypoints and pathways, fostered
Use of ‘best available resources’, group needs. to collaborate and observe the school’s
centred. hour days throughout the year, Weaknesses:

http://www.asms.sa.edu.au/student_life/
Students will move around and student interest,
particularly ICT by teacher the school, focussing toward longer learning
producing understanding. Use of ICT resources approachessessions.
innovative to embody ‘a to science and
the University campus and the local

http://www.woodsbagot.com.au/
Curriculum development within a maths teaching, learning and research.
student centred learning at anyplace,

http://www.asms.sa.edu.au/
seriescommunity, spending significant amounts
of “BIG IDEAS” rather than ‘repackage knowledge to create Australian Science and
anytime philosophy’, promoting
Mathematics School
traditional time in each, but new understandings to meet the
of subjects: learning in always able to independent learning and individual
Flinders University,South Australia

A Day In The Life of
Australian Science and

the workplace, community and the complexities of the modern world’ learning styles. Mathematics School

identify with their “home base” in the
Flinders University,South Australia

university.
Learning Commons, Learning

ASMS Students
Studios and Other Facilities.
eak

school. Interdisclipinary life and learning, Focus toward development of generic
A key feature of the school is the break
f away from the traditional concepts of
have classrooms and laboratories. These have
been replaced by such concepts

g promoting the collaboration of skills and attributes and how to apply
as”learning commons” and “learning
studios”.

theoretical, conceptual and practical these to specific subjects and the
The spaces are designed to be student
centred, rather than teacher centred, and

understanding of major concepts start with a literature
A typical day might
will foster collaborative syndicate and

Eight specialist learning studios cater for
nt project based learning.

and knowledge from various fields of
Each student will have his or her own

and big ideas.with students from local high
forum 4.01
“home-base” work station located in one
d
study.
of the learning commons. Students may

the eight learning areas in the South
flexibly organise their “home bases” to Zones are allocated for visiting teachers
meet social or study group needs. to collaborate and observe the school’s
Students will move around the school, innovative approaches to science and
n

schools. Then, with students from more
the University campus and the local maths teaching, learning and research.
community, spending significant amounts

Australian Curriculum, Standards and
one of time in each, but always able to
A Day In The Life of Main Entry to the Science and Mathematics School
identify with their “home base” in the
may school.
ASMS Students
to

distant high schools, the ASMS students
Zones are allocated for visiting teachers A typical day might start with a literature
Introduction
Eight specialist learning studios cater for

Accountability Framework; the studios
forum with students from local high
to collaborate and observe the school’s the eight learning areas in the South
schools. Then, with students from more The South Australian Department of The ASMS vision is to prepare students
ol, innovative approaches to science and
Australian Curriculum, Standards and
distant high schools, the ASMS students Education,Training and Employment, in to shape our world, our future, our global
Accountability Framework; the studios community and our environment through
might join a video conference class on association with Flinders University, have
will take a group of students working on

case s t u d y 0 1 . a u s t ralian maths + science s cho ol
cons t r u c t e d : c o m p l e t e d 2003
loca t i o n : b e d f o r d park, flinders university
arch i t e c t : w o o d s b agot architects focus labs = meeting = learning
popu l a t i o n : 4 5 0 s t u d ents, staff n/a specialised focus labs staff meeting common =
build i n g a re a : 1 8 . 4m 2 p er student - 8300 m 2 total group learning
build i n g c o s t : $ 1 6 8 6 / m 2 - $ 14.0mil total project cost
year l e v e l s : 10, 11, 12

computer labs, formal presentation, +
quiet or specialist meeting spaces project space + wet areas

areas for for various
concentrated study sized groups
central atrium
= +
breakout space fo c u s l a b s
collaboration incubator

presentation
store

teacher
+ prep
learning l ear ni ng multi-modal learning
display space seminar
common f o c us l a b s
common setting conducive
store
to group work,
project discussions
teacher meeting t e a ch er i nfo rmal and collaborative
+ prep prep meet in g
meeting
individual pod

central atrium

p resent at io n

opportunity for
informal meeting,
discussion or
display of
4.02
project work
ground floor plan

case s t u d y 0 2 . m a w son lakes school [sa]
relation to state, school or pedagogical activities features weaknesses
discipline trends in teaching
and learning

Utilising a variety of on site “learn for a full life” Individually and flexibly planned, Four main single storey flexible Strengths:
neighbourhood learning centres or facilitated and managed learning learning spaces [family units]
hubs that are technologically linked “learn how to learn” program. accessible from a covered spine to - Connection to outdoor spaces
to maximise student learning. the west and abutting the eastern - Visible ESD design elements
“develop higher order thinking skills” Access to a range of collaborative street boundary - Emphasis on life-long learning
Complementing the services of and supportive processes to - Connection to other institutions and
DETE [e.g. School of the Future, “ develop the confidence and support their learning and facilitate Varying bays and windows … wider community
Open Access College, the Australian skills to use advanced learning the development of their social, are primarily places of retreat and - IT and wireless networks

http://www.architecture.com.au/awards_search?option=showaward&entryno=20045012
Science and Mathematics School, technologies” emotional, physical, cognitive and small groupings to students within, - Individual identity for ‘family units’
etc] and the directions of State creative needs [i.e. development of providing them with unique windows
Government [e.g. economic “develop an enterprising learning the whole student] to the world for outlook and display Weaknesses:
development, export of education community culture”
services and products] Be amplified, extended and Solar and Thermal ventilation
Create a community where learning transformed through the use of chimneys express the importance of
Expanding its curriculum offerings is available for everyone, at any time, learning technologies. sensitive environmental design.

Architecture Australia November/December 2004 p76-77
through national and international and in any place.
links utilising online technologies. Have online access to a wide Each unit has its own directly
Optimal use of advanced information range of national and international accessible courtyard which in turn

http://www.mawsonlakes.sa.edu.au/index.html
Use of advanced ICT and communication technologies. educational opportunities. links to the open space going down
to the creek

Mawson Lakes School Vision, 2000
Creating a Sustainable and Energy Contribute to the economic Be a part of a community in which
Efficient Environment sustainability of Mawson Lakes and learning becomes an integral part of Various landscape zones encourage
become a catalyst and a conduit for everyday activity different types of play
Developing a greater understanding the creation of a community, which
of Aboriginal Heritage and Culture continuously seeks to improve itself Be able to learn independently, The students… emphasised the
of the Kaurna Plains People the and the lifestyle of its members. interdependently and collaboratively importance of natural ventilation,
traditional owners of the land in a local, national and international accessibility to outdoors,
context as appropriate. environmental concerns and the need
for different types of play spaces.

4.03

case s t u d y 0 2 . m a w son lakes school
cons t r u c t e d : 2 0 0 2
loca t i o n : m a w s o n lakes, south australia
courtyard = staff areas =
arch i t e c t : m g t c a n b erra + russell & yelland
outdoor room collaboration incubator
popu l a t i o n : 3 6 0 s t u d ents, 28 staff
build i n g a re a : 6 . 7 m 2 p e r student - 2350 m 2 total
build i n g c o s t : $ 2 0 2 1 / m 2 - $ 4.75mil total
year l e v e l s : p r e - s c h o ol – yr 7

outdoor rooms for +
group gathering, resources, supply + store

informal learning
and socialising

family group = collaboration zones
kiosk
administration and resources
project space + wet areas
hardplay

covered walkway
+ focus zones =
group learning specialised focus labs
courtyard courtyard

family family family family
group group group group
+
student home base computer labs +
courtyard c o u r tyard
quiet specialist
areas for
concentrated study
floor plan

multi-modal learning
settings with flexible
partitions and
integral wet areas
4.04
cross section

case s t u d y 0 3 . c a n ning vale high school [ wa]
relation to state, school or pedagogical activities features weaknesses
discipline trends in teaching
and learning

Implementation of bold shared vision Empowering children to view the Learning will be personalised for Collaborative design/planning strengths:
statement: ‘putting children first’ world critically, to think and act every student, designed to nurture process and community consultation
independently, cooperatively and mind, body spirit. resultant in the organic development Integrated and responsive design and
Collaborative community design responsibly. of the brief. strategic educational development of
generation process that involved the Development of a curriculum project.
formulation of ten key principles for Develops and offers an environment framework to supplement prescribed Development of a range of
the schools planning process. structure on a shared philosophy curriculum and syllabus by idiosyncratic design elements to Use of urban or masterplanning
of fundamental values, beliefs and identifying common learning encourage “unprogrammed” learning design guidelines to formulate a

http://www.designshare.com/portfolio/project/details.asp?projid=219&projview=projnarr
Development of a ‘town centre’ curriculum engendering young outcomes for students. opportunities, and cross-curricular school design.
model of schooling: commons block adolescents to explore themselves collaboration.
and periphery within the school and their place within the world. Learning will be authentic with a Development of inclusive learning
become the school heart. significant project-based orientation School architecture to allow end user outcomes and objectives which
Flexible learning spaces provide and workplace relationship bent. various modes of customisation of implement guidance for the referred
maximum scope for flexible learning learning spaces. It should not limit curriculum framework.

http://www.cvc.wa.edu.au/middleschool/program/learning2.asp
styles. Combining teams of teachers and users, rather empower and stimulate
students within a learning cluster the learning process. Implementation of cluster or
The learning centre will provide a enables curriculum deliver to neighbourhood based flexible
new centre of community. be learner centred and focussed Seamless transitions between learning models with additional
towards the interests and concerns of indoor and outdoor space that reflect informal learning settings.
participants. the preservation and focus of the
environment within the school.
Teaching programs that respond
to local needs and circumstances, Circulation spaces that integrate

http://www.cvc.wa.edu.au

http://fieldingnair.com/
enabling greater student ownership, socialising, student display and large

www.spowers.com.au
relevance and interest within their group meetings.
learning.
Neighbourhoods with individual
Establishment of non-discriminatory identities as clusters of ‘family’
learning outcomes based learning learning groups, along a learning
focus. Educational inputs are being street.
replaced by schooling results. 4.05

Linking pedagogy and_space

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