primary schools final ppt

8/10/2019 Primary Schools Final Ppt

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INTRODUCTION More than other building types, school facilities have a profound impact on their occupants and the functions of

the building, namely teaching and learning. Children in various stages of development are stimulated by light, color,the scale of their surroundings, even the navigational aspects of their school. Children can also react negatively to

adverse conditions. Elementary schools can be designed in a variety of sizes, configurations, and layouts depending on the school

district and the program. Elementary schools should be comfortable visually, acoustically, and thermally; they should have excellent indoor

air quality; and they should be safe and secure. And they need to be cost effective in order to maximize limitedfunding and provide the best learning environments possible for the budget.

TYPES OF PRIMARY SCHOOLS: Primary schools are classified on the basis of: A) Purpose: 1)Day Care: Child care or day care is care of a child during the day by a person other than the child's legal guardians .

It is typically an ongoing service during specific periods, such as the parents' time at work . 2)Head Start: Head Start is a federally-funded program targeting children ages 3-5 and providing a variety of

services, including education in the form of preschool, nutrition and medical services. 3)Kindergarten: a preschool educational institution for children. The term kindergarten is used globally to name

schools for children ranging from the ages of 2-7. Playing, activities, experience, and social interaction are nowwidely accepted as essential aspects of developing skills and knowledge at this age.
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4)Nursery: A nursery school is a school for children between the ages of one and five year s, staffed byprofessionals who enco urage and supervis e educational play rather t han simply providing childcare . It isa pre-school education institution, part of early childhood education .

5)Elementary: An elemen tary school or primary school is an institution where children receive the first stageof com pulsory educa tion known as elementary or primary education. Such schools were set up toenable working class children to r eceive manual t raini ng and ele mentary instruction. They provided a restrictedcurriculum with the emphasis on reading , writing and arithmetic

B) Age group:

Primary: The earlier years of elementary education. Usually grades 1-5

Middle schools : Usually grades 5-8, sometimes grades 4-8, combining both secondary and elementary pupils . Secondary schools: This category includes middle schools, junior high schools, and senior high schools,

grades 5-12 . Junior high schools: The earlier years of secondary education usually grades 7-9, sometimes grades 7 and 8. Senior high schools: The latter years of secondary education usually grades 9-12, sometimes grades 10-

12.

Other types of schools include: - Special schools: Schools for children who do not fit traditionally into the normal school programs .These schools are for emotionally and physically handicapped, the mentally retarded, or the

exceptionally bright . -Community schools: Community use of the facilities for programs other than the normal school

program.- Neighbourhood : Generally means smaller schools identified with a specific neighbourhood.
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Multifunctionality of the Facility - Multifunctionality reflects how versatile the facility is inrelation to the different tasks it can accomplish. Classrooms make up the main body of school buildings.

To maximize the flexibility of instructional clusters, there are several considerations:

- Open plan and cellular classroom: it is important to identify the proposed activities that are likely to takeplace and provide a well-defined area that offers resources that can be shared by students. - Classroom size: involves the determination of the average number of children involved with each activity and

calculate the amount of space each child will need to function as they participate in that activity - Classroom layout: the amount of space a child will need varies with the activity, such as reading, writing,

working or simply listening. Therefore, the plan has to be able to accommodate instruction, experimentation,demonstration and group related activities

Physical Education Areas- P. E. or play areas are places where students stay together, exercise,build muscles.

Safe Place - The indoor and outdoor environments guarantee students and teachers security and comfort. Windows - These should give the best possible views and provide natural light and ventilatrion into the school

building. Technology - Special labs with computers, internet connections, television, etc are important for learning

activities. Outdoor Spaces - Places which are defined learning areas. They may be surrounded by wings of buildings,

trees, hedges, fences, fields or walkways. These are specific areas that are used as outdoor learningenvironments.


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Climate Control - A system of climate control maintains a comfortable temperature in the

classroom learning environment. Paint - The quality and color of the paint in the halls and classrooms influence behavior.

The walls and finishes should be visually stimulating. Views - Views of indoor and outdoor spaces (gardens, fountains, people, etc.) improve

school design. Views allow minds and eyes to take a break. They should not be blocked bycurtains, blinds, or other obstructions.Aesthetics: The importance of the physical appearance of a public school should not beminimized. The interior should enhance the learning process.

Provide an interior environment that is visually comfortable and stimulating by integratingnatural and artificial lighting, eliminating glare, and incorporating colors that stimulate orsoothe, depending on the space function.

Design for diffuse, uniform daylight throughout classrooms. Direct-beam sunlight should be avoided. Use a daylighting analysis tool to integrate lighting systems, controls, and materials that

reflect or absorb light. Naturalness: Light: the sensation of daylight that supports visual comfort and facilitates visual

performance. -Sound: appropriate conditions for listening to wanted sound and not unwanted sound

(noise); -Temperature: maintaining the balance of heat gain and loss at a comfortable level; -Air quality: removing humidity, artificial contaminants, odours and bacteria etc.


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Light Good natural light helps to create a sense of physical and mental comfort, natural daylighting should

always be the main source of lighting in schools, supplemented by electric light when daylight fades.lowceilings and deep classes make it gloomy

An adequate amount of light: The building is elongated along an East-West axis. Spaces, such as thelibrary and art rooms, where only diffuse daylight is desirable, are located towards the North while themain learning and teaching activity areas can be to the South.

- A satisfactory distribution of the main components of light: Large windows and/or windows placedhigh in the wall such as clerestory windows optimise daylight distribution and bring light deeper into thespace.

- The absence of glare: bringing daylight from two different directions reduces the chances of discomfort glare. Necessary shading control is needed and that can be easily adjusted by occupants.

Three practical options are addressed here. - Orientation: this is mainly in regard to the sunpath. The learning spaces are so sited that a minimum of

2 hours duration of penetration is obtained. - Windows: large windows with heads close to the ceiling are always desirable. -Location: no obstruction is around because it may cast too much shadow in the daytime.

Orientation The East and West sides receive sunlight for half of the day when the sun is in a low position. The rooms

of the South faade can receive lighting by way of a combination of direct and diffuse light. The resultingsoft shadows and shading allow for a vivid view of the three-dimensional qualities of the environment.

The North faade although having relatively low illuminance,has the most constant and uniform daylightthroughout the day and year, and therefore seldom experiences problems with glare discomfort foroccupants


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Windows the amount of light that enters a space and the distribution within the space is mainly determined by overall glazing

design factors, such as the numbers of windows, the size of glazed areas, their disposition and shape. With morewindows in a room, the daylight will be more uniformly distributed in the space compared with a room that has justone single window. A glazing ratio (glazing area/wall area) of 40% is recommended for south, east and west facingwindows, 55% is for north facing ones. Small windows at the top can allow air circulation, but not draughts

High windows tend to admit more useful daylight than low ones of the same size, as they offer the chance for the backof the room to be exposed to more sky. Effective illumination can be obtained into a room for a distance of asmuch as2.5 times the height of the window above the workplane. For example, for a classroom where the top of the window is2 metres above desk height, the area that could be adequately daylit is up to 5 metres deep in from the window wall

Location: Except in high density urban areas, school locations without surrounding, obstructions, such as buildings and large

trees, are recommended to avoid too much shadow in the daytime SOUND The general aim is to provide good quality conditions for the production and the reception of desirable sounds. The

quality of auditory perception and the control of noise are two principal aspects that determine the acousticenvironment of a building. Comfortable and clear auditory perception, along with freedom from noise not onlyimproves communication but also promotes working and learning efficiency.

The detailed acoustic requirements for a particular room depends upon the nature and the purpose of the space.

However, the essential requirements for good acoustics are: -An acceptable noise level - Adequate levels of sound - Even distribution to all listeners in the room -A suitable rate of sound delay for the type of room


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Three practical options are addressed here. -Location: school site is away from the busy road. At the same time, it also needs to keep a

reasonable distance from the neighbourhood. -Layout: the sensitive space can be carefully separated from the intruding noise. The toilets,

storerooms and corridor can act as a buffer zone. - Rooms: Absorbent materials are widely used on classroom ceilings which reduce reverberation

and can damp out, to some extent, the most annoying components of impact sound

Air quality Air quality has become increasingly important nowadays due to several factors: constant internal

conditions limited fresh air, absence of daylight and universal use of carpets. Two practical options are addressed here: -Orientation: this is mainly in regard to the prevailing wind. It can be either desirable or unwanted. -Window: as mentioned before, it is a breach in the enclosing skin of the building, providing an opening for the flows inward and outward of heat, light sound, view and air (ventilation).

Colour colour can directly affect an individuals impression of temperature, size of the object and distance

of the space. when selecting colours in rooms the nature of the task is strongly relevant. When concentration is

sought it can be assisted through the use of different colours, discriminating between those thatare psychologically stimulating as opposed to physiologically stimulating.

SECURITY The design of fencing and gates shall be such that they do not create a climbing frame. Particular attention should be paid to the appropriate height of vision panels in doors and the

omission of sharp edges and projections, including windows, particularly at head height. Double-

action double-leaf doors should NOT be provided except where regarded as essential.


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Architectural Functions The orientation, the plan arrangement, the design of the building, and the materials used can contribute to the quality of comfort achieved. Consider the following : 1 . Plait . Less room and exterior wall exposure in a compact, multistory building will cost less to heat and cool than a

sprawling, onestory arrangement of equal area and cubage . A pla consisting of predominantly interior classroom spaces and

peripheral corridors provides flexibility of space and economical heating and cooling. 2. Orientation. Classroom windows facing east or west receive excessive heat from the sun. Although this fact assists

heating in coldweather, the cooling problem is generally greater. As a general rule, it is preferable to face the majority ofrooms north or south.

3. Fenestration. "Windowless" buildings are entirely practical : they save on initial cost, maintenance, and heat loss and arefree of outsidedust, smoke, odors, and noise. Somewindows should be introduced, however, toavoid that "closed-in" feeling.On the otherhand, environmental advantagesof large window areas include the benefits ofclose relationship to the ouof-doors, and thewelcome of light and sunshine to one's physicalbeing.

4 . Solar controls . Wide roof overhangs,solar screens and similar devicesto control sunlight are no longer as essential.Theuse of heat-absorbing glass reduces glareand light transmission.

5. Insulation . Adequate insulation of roofsand exterior walls reduces both heat loss andheat gain far more than is generallysupposed.Even double glazing adds measurably to moreeconomical climate control. 6. Space conditioning. Skillful use of l ighting,acoustic materials, and color and form in school design are essential ingredients

of conditioningspace in the learning environment. 7. Lighting . Good lighting design involveslocating illumination sources so that workareas receive adequate light free of glare

andexcessive contrast or shadow. Both natural andartificia light must be controllable to eliminateglaring shafts of sunlight orto darken the roomfor projecting.

a . Acoustics. Acoustical control involvescontainment, absorption, and reflection or reinforcementof sound . According to thecircumstancesof the listener, sound should b preventedfrom leaving a space when it willdisturb people in adjacent rooms.Certainamounts of acoustically absorbent materialmust be used to "soak up" noise in such areasas corridors, toilets, andcafeterias . Accurateand comfortable hearing of music in an auditoriumdepends on projecting sound from reflectionfromsome surfaces, but absorption inothers to prevent distracting ethos ; a speaker'svoice may have to be reinforced by anamplifierin large rooms.

9. Colors . Color is a psychological aid tolearning . Tastefully used, it can enhance environment, engendering a cheerful, receptivemood. Bright, warm colors stimulate excitementand action in the gymnasium; soft,

coolcolors create a quiet atmosphere in places ofstudy. 10 . Form . The physical shapes of our surroundingsalso have psychological effectswhich can favorably influence learning .

Largerooms, such as the library, cafeteria, or auditoriumrequire higher ceilings than small offices andconference rooms;corridors should be given a view.An atmosphere of spaciousness,or lack of confinement, can be created bymaking someinterior partitions of glass. Thisis particularly important when the plan designinvolves large areas of interior spaces.


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TYPES OF SPACES:

Administration : [PRINCIPALS OFFICE, VICE PRINCIPALS OFFICE] MIN. Area 15 SQ. M. Directly accessible from the main entrance and preferably adjacent to the

General Office Staff Toilet accommodation should be provided nearby. The distribution and quantity of daylight should be as good as possible. Dim-out curtains or blinds may be required. Minimum floor to ceiling height = 2.4 m.

Managers desk and reception: Room Activities To act as an administration centre. Size Area 15 m2. Location Directly accessible from the main entrance and preferably adjacent to the Principals Office A communication window shall be provided between the office and entrance lobby. Staff Toilet accommodation should be provided nearby.

STAFFROOM To serve as a focal point for all staff including peripatetic and support staff. To provide facilities for discussion and marking homework. Easily accessible from the main entrance and convenient to the office(s). Preferably located so as to

provide supervision of the main playground. Reasonably close to the Staff Toilets. Preferably rectangular with a minimum width of 2.4 m.


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CLASSROOMS


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LIBRARY The Library shall be comfortable and inviting and should enable pupils andteachers to work formally and

informally by providing a variety ofopportunities and educational resources including traditional reading andreference material and also IT facilities.

The design of the Library shall be sufficiently flexible to cater for a widerange of teaching and learning activitiescovering all age groups. Thelayout of furniture and shelving shall also be carefully considered to offer asmuchflexibility of use as possible.

Size It shall be designed to accommodate an entire class group and shall be 60 m2. Location Conveniently located to teaching areas preferably linked to the upperSchool and ideally in a quiet

location. Layout The shape should be consistent with the ability to achieve good natural light.

LABORATORIES: SCIENCE FACILITIES General Science Rooms and BiologyLaboratories General science rooms and biology laboratoriesshould be located on the first floor, withwindows facing south or

southwest, a dooropening into the preparation room, and a dooropening onto the campus so that classesmaystudy outdoors without passing through thebuilding

Storage and Preparation Rooms This area should be lined with storage spacesfor materials and equipment of various sizes . There should be provision for teachers' recordsand professional books . Room should be outfitteD with a sink and

gas and electric outlets

. CHEMISTRY AND Physics Laboratories Physics laboratories are used for lectures, demonstrations,viewing projected material, individualand group study,

writing, individual and group experimentation THERE MUST BE PROVISION FOR a vast amount of demonstrationequipment and specialized scientific apparatus. Storage space with glass doors for visibility,bookshelves for a reference library, and a cabinetfor notebooks should

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MPH All schools should have a Multi-Purpose Hall. The main uses are for assembly, Physical Education,

performing arts activities/presentations involving large school groups, and, in all but the largerschools, dining.

Preferably the hall should be isolated from the classrooms and related spaces for reasons of sound

transmission and the potential use by external groups. The school auditorium is frequently used as a center for community affairs .It should be so designed

and equipped that it may be used effectively by all groups-amateurs, professionals, youth and adultalike .The use of this facility will extend over a wide range, including concerts, plays, motionpictures, forums, and other forms of presentation .It should be designed for ease of movement ofperformers and stage sets.Areas that support production, such a stagecraft, band room, choralroom, storage, dressing rooms, and restrooms, should be located to give rapid and convenient

access to the stage . Many school officials have expressed a preference for auditoriums without any natural lighting .Absolute lighT control is essential for a good performance.

CAFETERIA Cafeteria is placed towards the leeward side of the building in order to minimise the kitchen and

food smelL spreading into the whole building. Special measures can be taken in order to filterand extract the smelly air the spaces produce,

usingfor example mechanical ventilation systems. Colour scheme should be a bit brighter but not intense and aggressive Floors should not be too dark; texture and pattern may conceal irremovable strains.

ENTRANCE/CIRCULATION/CORRIDOR


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ENTRANCE/CIRCULATION/CORRIDOR To provide circulation into and throughout the school for pupils, staff and visitors. The entrance area shall be open, bright, interesting and provide a sense of welcome The entrance lobby should be adequate to provide reasonable circulation Direct access to the General Office/enquiries and the Multi-Purpose Hall is desirable. Corridors should normally be 2.0 m clear width (ie free from structural projections), wider corridors may be necessary at points of possible congestion.

CLEANING A store(s) of sufficient size for the storage of bulk order materials and all cleaning equipment should be provided.

Shelving, a large sink, a brush rack and a suspended mop drying rack are required.

WASHROOM: The wc cubicles should have parttions of an impervious, easily cleaned material, finishing 150mm

minimum above the floor. EacH cubicle should have a secure fitting fortoilet paper. For children in years 1

and 2 the recommended height for partitions and doors is 1.2 m from top to bottom with safety hinges and nofastenings; only suitable height

handles. For years 1 and 2, appropriate height fittings are recommended and urinalsshould not beprovided.

For years 3 and above, cubicles and doors to be normal height, doorsshould be fitted on the inside with asuitable fastening which, in the case of emergency, can be readily released from the outside.

primary schools final ppt

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