Revisiting BB98

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Revisiting BB98

• A new format for a secondary school schedule of
  accommodation
• Beech Williamson
• PfS Design Manager

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Transformation not
Design transformation
Educational transformation
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Transformation but
transformational brief
Design transformation
Educational transformation
Changing pedagogy and organisation
adaptable teaching environments
Design Quality
Raised standards
clusters
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Implications of Personalised Learning

• 2020 Vision, recent report for the Government
• Big Picture curriculum proposals (QCA)
• imply that that timetables and space will be used
  more flexibly e.g
• to allow whole days or weeks devoted to intensive
  study or themed project work involving a variety
  of subject areas.
• Schools use a variety of learning styles across
  the curriculum and the
• academic year - e.g
• breaking from a standard timetable to allow for
  year groups to do a project for a day or
  afternoon a week,
• offering mixed-age groups for registration and
  some sessions,
• providing some groups in each year opportunities
  to catch-up or move ahead.
• So learning environment must be flexible and
  versatile enough to accommodate day-to-day
  changes in learning styles as well as suiting a
  clear and supportive pastoral organisation.

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Organising the learning environment

• Any school likely to involve sets, families or
  clusters of
• spaces to allow an organisation of
• a subject-based faculty organisation linking some
  traditional departments
• a year-based integrated curriculum where any KS3
  year group can be taught a range of subjects in
  one suite of spaces
• Year 7 and 8, and perhaps other year groups too,
  learning most of the curriculum in spaces or
  settings within a home base
• a stage not age model, in which children and
  young people are not routinely taught with others
  of the same age
• So Schools need a minimum number of clusters to
  allow them to be organised for year groups,
  houses or faculties
• and to develop in different ways and at a
  different pace to one another if necessary

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Innovations in Birmingham
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Integrated curriculum
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Best concepts of exemplar designs
Wilkinson Eyre Exemplar School design2003
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Now being built
Due to open Sept 2007?
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And already in use...........
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Not a new idea?
Northampton Academy Feilden Clegg Bradley
Architects
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Responding to Personalised Learning

• Each family or cluster of learning spaces would
  be designed to have
• identity and transparency, to support interaction
  and learning amongst pupils and staff, working
  together in small teams
• a critical mass to accommodate enough spaces for
  a year group, a house or a faculty
• a range of room sizes and types of learning space
  to accommodate diversity of size, gender and age
  mix of pupil groupings in a range of subjects and
  activities (as well as adult learners and the
  community)
• adaptability through the use of standardised
  dimensions (SSLD)
• expandability into adjacent clusters to allow for
  the groupings accommodated to vary in size in the
  future
• flexibility in the furniture and equipment to
  suit a wide variety of learning styles within any
  teaching space and use by others such as adult
  learners outside the school day

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Flexibility Adaptability
Northampton Academy Feilden Clegg Bradley
Architects
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Learning clusters can work in other forms
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Identifying the optimum room width

• Wider than 7m to allow
• Adaptability
• Larger room sizes
• FE layouts for flexible classrooms and practical
  spaces
• Larger stairs for accessibility

• Narrower than 9m to allow
• Good proportions for a range of space sizes 40
  120m2
• Daylight
• Ventilation
• Structure

• 3.2 3.6m floor-to-floor to allow
• Daylight
• Ventilation
• Larger room sizes
• Standard stair dimensions

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Critical dimensions built into output spec
3.2m min. floor to ceiling
3.6m standard floor to floor
Suitable for adaptability, natural ventilation
and daylight
7.8m min. wall to wall
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• 7.8m clear suits light practical (84 -90m2)

c Spine and perimeter sink (perimeter serviced)
d 6 600x600 Bollards (centrally serviced)
b Spine and island sink (perimeter serviced)
Art 2D art 90m2
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And a range of room sizes (50-110m2)
Horseshoe layout 54m2
3D art 105m2
General Teaching Standard layout 54m2
Design Technology Workshop (general) 105m2
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A new format for schedules

• A revised format for schedules of accommodation
• Beech Williamson
• PfS Design Manager

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Educational transformation

• What would be different?
• Integrated approach to the curriculum at Key
  Stage 3
• Week divided into 15 or less blocks of time and
  delegated to teacher teams to organise
• Increasing proportion of time spent in individual
  and small group learning
• Student progress assessed in terms of learning
  capacities and skills as well as subject
  knowledge
• Students spend the majority of their time in
  their own learning area rather than constantly
  move
• Students can use ICT throughout the school and
  from home

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Clusters an exemplar designs idea and concept
www.teachernet.gov.uk/exemplars
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Suits traditional organisation
Science Maths
MFL ICT English
2 labs above
PE
Hall
2 art rooms above
DT Art Music
Science Humanities
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and year-based learning zones
Year 9 base
Year 7 base
ICT/GNVQ
PE
Hall
Science
Year 8 base
DT Art
Morning sessions KS3 KS4
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House-based school within school
House C
House A
PE
Hall
House B
practical
Mixed age? Project based? Skills based?
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Toilets in schools

• Publication
• provides a standard performance specification and
  some design examples for blocks of secondary
  school toilets
• shows how design can be improved to address a
  number of common failings in current toilet
  provision
• standardised to secure economies of scale
• includes strategies for effective maintenance and
  operation of toilets

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All share design features
Natural ventilation and acoustics
Ventilation Strategy Hartcliffe Education Campus
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PfS Output Specification

• Volume 1 Building and Services Specifications
• New technical annexes linked to SSLD?
• Volume 2 School Specific Requirements
• More could be standardised
• Volume 2 Annex 1 School Area Schedule
• Format changed to suit transformational pedagogy
• Volume 2 Annex 2 Area Data Sheets
• Format completely revised, linked to SSLD, and be
  more specific

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Responding to Personalised Learning

• Families of learning spaces with a versatile
  range of room sizes
• Learning spaces designed to share a joint
  identity and be open and visible to others in
  that family
• A (maximum) number of such families
• A minimum size of each family, for instance for a
  year group
• discrete small group rooms within each family, as
  well as some accessible by the community
• Furniture and equipment which suits adults as
  well as pupils (including SEN or disabilities)
  and a wide range of layouts
• A welcoming but secure design, which allows
  facilities to be used by the community during the
  school day as well as outside it
• A clear, legible plan with simple circulation
• easily accessible outdoor learning environment
  off each cluster
• ICT rich environments with linked BMS