Kathmandu University

School of Engineering,
Department of Civil Engineering with Architecture Program

A report on:
Primary School Design
Date of Submission: 7th Feb 2021

Submitted by: Submitted to:

Aashraya Rajkarnikar Course tutors
Roll no. 22 Ar. Suvechha Tandan
B. Arch S.Y. II Ar. Bishwo Dev Bhattarai

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Table of Contents

Introduction 3-4
Evolution of education 5-7
Literature Review 8-60
Case study 1: NMS Leoben Stadt 60-67
Case study 2: Etania Green School
68-72
Case study 3: Gems School
73-75
Comparative Analysis
76-79
Program formulation
80
Site Analysis
81-83
School Design
84-93
Conclusion
94

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Introduction
What are primary schools?
Primary schools are the places where children normally from the age of 6-11 receive primary
education. This is the first stage of formal education, coming after kindergarten and is designed
to provide fundamental skills in reading, writing and mathematics and to establish a solid
foundation for learning.
In the context of Nepal, primary schooling is from the grade 1-5 and for children around the age
of 6-11.

What are the types of primary school?

Besides mainstream primary schools, there are also special schools for primary education and
schools for special education.
1. Public-authority schools
Public-authority schools are open to all children. Teaching at these schools is not based on
religion or belief.
If there are no places available at the parents’ preferred school, the municipality must
ensure that the child can go to an alternative public-authority school. If there is no
alternative school in the neighborhood, a private school will have to admit him or her.

2. Private schools
Pupils at private schools are taught according to religious or ideological convictions. Types
of private school include Roman Catholic, Protestant, Islamic or Hindu. Private schools may
refuse to admit pupils or to employ teachers whose convictions differ from those the school
holds.

3. Non-denominational private schools

Non-denominational private schools teach according to a particular educational ethos. They
do not identify with a particular religion or ideology. Examples include Montessori, Dalton,
Jena Plan and Steiner schools. Public-authority and denominational private schools may also
work according to a specific educational ethos. This is usually clear from the school's name.

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 4. Community schools
Community schools combine education with activities like after-school care, sport, welfare
services and culture. Some community schools organize extra language lessons or after-
school activities such as homework coaching, sport or music lessons. This gives children
greater opportunities for development.
Community schools are not just there for the pupils, but also for parents and the
neighborhood. They may offer parenting classes or civic integration courses. It depends on
what the community needs. This makes each community school unique.

5. Special schools for primary education and schools for special education
As of 1 August 2014, schools must offer all pupils who need extra support an appropriate
place. This may be a place in mainstream education or in special education.
Special schools for primary education (SBO schools) have smaller classes, so that children
receive more guidance. Schools for special education (SO schools) are geared to children
with a disability, chronic illness or serious behavioral problems.
Pupils at SBO schools are taught the same subjects as children at mainstream primary
schools.

Users
The primary users of a primary school are children of ages 6-11.
The secondary users of a primary school are teachers, administrative staff, maintenance staff,
parents

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The Evolution of Education and its effect on
School Architecture
The practice of teaching and learning has been around since prehistoric times. However
systematic formal education only started much later around 10 th century onwards. At this time,
homeschooling was a popular method and only the rich could afford formal education. Hence,
school architecture was very obscure and not yet put into practice very well.
This soon changed when the Industrial revolution took the world by storm in the late 17 th
century. This particular revolution demanded more and more labor and to meet this demand,
the concept of mass education was in rapid development. There were hundreds, if not
thousands of schools built during this time all of whose principals were based on mass
production of labor. The educational methods in these schools were very straightforward: A
teacher hands down all the information and concepts that were needed to be applied. The
students then move on to another teacher who hands down another set of theoretical
knowledge and a specific set of skills to be applied. This was a method of producing carbon
copies of workforces designed to do specific tasks that the economy demanded. This is very
well reflected by the architecture of the schools build around that time. Large buildings divided
into multiple classrooms, isolated from one another, desks arranged in rows facing the teacher.
Likewise, in the 1950s to the 1970s, the civil rights movement was going on. This movement
was very violent, wreaking havoc in the open streets and public spaces. This also ensued an
architectural stigma which resulted in most of the buildings to be designed to block the outside
world. Many of these buildings were schools. Dark, heavy buildings with little to no natural light
in their internal spaces were seen. Unfortunately, not only most of these buildings exist and are
being used today but the practices are also still ablaze.
The modern embodiment of this conventional education system is based on the same principles
as the previous but only exacerbated. The new political ideologies have chained down creative
education and explorative growth of new systems. Around the 2000s, the Programs for
International Students Assessment (PISA) was established. This is basically a ranking system
which is based on the grades that a group of students gets when they are tested. This has
resulted in countries enforcing new curriculum, more punishments for the lower grade
students, accountability systems only to get a higher rank on the PISA scale.
The major disadvantages of this system fall directly on its users: young children. They are:

 Disengagement
Students now have little to no interest in what they are doing and wait for the schooling
days to be over. The environment is demotivating and dissatisfying.

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  Anxiety and Pressure
Suicide rates among young children have risen as much as 60% over the last 40 years
worldwide.

 Segregation
In these systems, students of a certain age group are separated from others. (why this is
bad is mentioned in the next segment.)

This flawed system of curriculum -> teaching -> assessment is clearly not the right way evident
by the high dropout rates and lack of educational prosperity of students that are a part of it.
This is because the old system was not designed to adapt to the changes of the 21 st century.
The old system was built for mass production where as the society today is more individualized.
This is well supported by Howard Gardner’s theory of multiple intelligences. Within this theory,
intelligence is defined as the ability to solve real world problems and that there are 7 distinct
types of these:

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This suggests that every child learns and perceives things differently. This is why it is not good
to group children by age groups. One child in the same class might not have the ability to grasp
an algebraic problem as quick as another. In the field of education this implies that there needs
to be a complete reform in the system and in the field of architecture, this implies that the
traditional design of spaces will not cut it anymore. Instead, personalized spaces need to be
developed which cater to the needs of each type of intelligence. There is no need for schools
that are based on the principle of mass production. In contrast to that, this asks for an
educational system which spark creativity, critical thinking, communication and collaborative
works. A system which develops leadership. These are the qualities that will be useful for
growing children in the 21st century.

“The aim of education is to enable students to understand the

world around them and the talents within them so they can be fulfilled
individuals.”
-Ken Robinson, Creative schools
And sure enough, people are gradually starting to realize this. After years of bad statistics
surrounding the current system, parents are considering alternative methods. Students are
slowly questioning enrolling into colleges and schools are discovering that the old system is
failing. As a result, contemporary models of teaching are being developed. A popular concept is
the Waldorf education system, which focuses only on creative learning in the earlier years and
slow intellectual learning in the latter. This system, despite showing lower grades in the early
years, resulted in boosted grades in the higher levels. Similar examples are the outdoor models,
the Friedrich Fröbel's approach, etc. Most of these methods boil down to few things: creative
development, collaborative working and group interactions, critical thinking and decision-
making skill development which has been proven to be a better approach in educating children.
Architecture has a large hand in realizing this approach. According to years of research done by
architects at CannonDesign, VS Furniture and Bruce Mau Design, the school environment is The
Third Teacher for the children and there are numerous ways by which the design of the school
environment can support and fulfill the needs of the modern-day education.

Classrooms then and now

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Designing a school where students can thrive, The Third Teacher
 Good hearing:
A quiet background in the right places helps students concentrate on the activities at hand.
The control of reverberation can be done by locating schools away from highways,
minimizing interference between classrooms, adapting noise reduction techniques like
ceiling tiles, fabric wall panels, sound absorbers like furniture, carpets and designing buffer
spaces.

 Natural daylight
It is an important observation why the dark hallways and classrooms of the traditional
schools made the students unmotivated to study and learn. Natural daylight plays a vital
role in improving the working environment. It is said to increase concentration and learning
in the students. An E-W orientation of the long axis lets in maximum amounts of sunlight. It
is also suggested to place utilitarian spaces like stairs, toilet blocks in the areas that do not
receive adequate daylight.

 Changing up the location of regular activities

Simply designing spaces in unorthodox locations can break the monotony that might be
building up through repetitive classes. Outdoor classes have proven to be very effective in
this particular case.

 Supporting teaching
Designing a healthy school environment doesn’t just mean designing spaces for children. It
also means making spaces where teachers can thrive. Spaces should be provided for
teachers where they can reflect and concentrate on how they can make the classes more
interactive and fun. This could be private spaces for teachers to relax as well as lounge areas
where teachers can sit and discuss with each other. Also, the traditional placement of desks
at the front of the classrooms should be avoided and classroom layouts should be focused
on the learners instead of the teachers.

 Multiply Intelligences
As an application of Gardner’s theory, spaces of diverse sizes, materials and colors should
be created. It should be noted that 1 size does not fit all and there should be at least one
space that caters to every learning child.

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 Display learning
Posting up student work, both current and past will help track the progress of the students.
It also imparts a sense of pride and accomplishment in the students and creates a livelier
and more positive environment in the school.

 Learning in Museums
Consider the environment of museums. It is a place composed of multiple intriguing works
of art. The viewers are allowed to roam freely. They go around observing each piece, trying
to understand the intent of the artist, reflecting on their own thoughts on the piece and
moving on to the next one.
When students have a certain degree of free choice on the range and direction of their
learning abilities, their learning tends to be more robust. Designing an environment full of
evocative objects will evoke curiosity in children’s minds.

 Diversity of learning spaces.

The diversity of learning spaces allows children to learn based on individual strengths. For
example, silent thinkers will thrive in reflective studios, group interaction will flourish in
collaboration studios. Other spaces can be community themed gardens presentation
studios, cafes, lecturing/learning rooms, etc.

 Bringing the outside in

Schools should implement outdoor and indoor learning seamlessly. The current schools
provoke a negative stigma in children that the school is segregated from the real world and
that entering school means dropping out from the real world. Implementing outdoor classes
blurs the differences between the school and the outside world and will promote
engagement and learning in students even when they are outside the school.

 Making classrooms that can be reconfigured

Classrooms can that can be reconfigured easily even in different phases of a single class can
significantly boost performance take for example the following three configurations:

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Configuration 1: when the teacher describes the objectives for that period

Configuration 2: The desks are arranged group wise for each team

Configuration 3: The desks are arranged in a U-shape, the teams present their work.

 Invitation to physical play

Research shows that even physical play shows intellectual development mostly in traits like
confidence, decision making, problem-solving. Not to mention the physical development
associated with it. Climbing is an emphasized physical activity because it develops motor

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 skills. These play spaces should not be limited in their placement. Play spaces should be
located wherever feasible be it at the top of a building or on the ground. Also, these play
spaces should be naturalized to take advantage of the positive impact of nature exploration
that comes with them. Indoor physical play spaces can be enhanced by using different
colors to define territories and textures.

 The school as a community

In opposition to the segregation of groups done by conventional education, schools should
aim to convey a sense of community between every user. This can be done by allowing
visual connection between different spaces using glass partitions or either keeping the
entire space open and separating spaces with other visual cues such as color.

Based on these given guidelines, a program is formulated and the zones that are required while
planning the site are allocated.

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Site Analysis, Zoning and Planning
The checklist that covers the specifics of a site that need to be considered is given below:
1. Site analysis and evaluation
A. Location
 Regional
 Vicinity
B. Description
 Size
 Topography
 Existing buildings, landmarks
 Vegetation types and sizes
 Wind and Sun
 Natural features
C. Zoning (restrictions and bylaws)
D. Environmental conditions
 Noise and interference
 Smoke and smog
E. Access road characteristics
 Type - paved, unpaved, etc.
 Width – paving and right of way
 Volume – daily inflow, average and peaks
 Traffic patterns

2. Site requirements
A. Vehicular
 Parking - Executive, employee, visitor
 Service and Maintenance
 Public transportation
B. Pedestrian
 Recreation
 Circulation
C. Extra
 Community use
 Exhibit areas

Space allocation

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The space allocation is done by incorporating all the elements and spaces required by the final
developed program. The relationship between the spaces to each other and the site can be
developed visually with the use of a bubble diagram.

Circulation

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Safety is a priority when designing on site circulation particularly for lower age groups. For safe
and efficient movement, cross traffic between pedestrians and vehicles should be minimized.
Separate drop-off facilities for buses and automobiles. Service vehicles should be excluded from
these drop-off areas; if this is not possible, use of service areas should be permitted only at
times when pedestrians are not present.

1. Vehicular/Automobile
There are three types of automobile traffic normally found on a school site: faculty, student,
and visitor or parent.
2. Vehicular/Bus
Give careful consideration to number, loading and unloading areas, site access, and storage
of vehicles. Plan so that the backing up of buses is never necessary.
3. Vehicular/Service
Service-vehicle access and loading and unloading areas should permit as short and direct an
approach as possible with adequate maneuvering space. Service areas and access should be
separate from other circulation systems.
4. Pedestrian
Walkways of all weather, nonskid materials, well delineated and arranged to eliminate or
minimize conflict with vehicle circulation can be both safe and pleasant. Where changes in
grade are necessary, a ramp is generally preferred to steps and the incline should not
exceed 5 percent.

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Parking
1. For buses
The approximate data for parking areas for school buses are given below:

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The various approaches to school bus parking can be seen below:

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For cars Minimum dimensions for car parks: 2.5m x 4.5m (According to NBC 3.6)
2. Road Standards:

Nepal Road Standard, 2020

Lighting in Roads
Light mounting poles should be at least 9m high (but mounting heights of 10 to
15 m are usually preferable). Level of illumination should be 30 lux on important
high-speed roads and 15 lux on other main roads.
Curb

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Designing Outdoor Classrooms
Outdoor areas in schools have been known as the spaces where students “let off steam”
through structured physical fitness and free play. This concept is evident by the popularity of
athletic fields and playgrounds. However, the concept that outdoor areas can be used as has
been overlooked Schoolyards can be developed as outdoor classrooms that can act as
interactive spaces for learning. Through hands-on activities in schoolyard projects, students can
explore and learn about the deep connections between themselves, other people, nature, and
ultimately the world.
The book Creating Outdoor Classrooms Schoolyard Gardens and Habitats by Lauri Macmillan
Johnson gives a nature-based approach to outdoor learning which uses wildlife rich habitats
and gardens as teaching opportunities for children.
Firstly, the typed of outdoor gardens can be classified as:
1. Art gardens
2. Cultural history gardens
3. Ecological gardens
4. Literacy gardens
5. Vegetable gardens
The design process:

1. Identifying the participants

The ideas for the outdoor classroom typically come from the collaborative efforts of the
many volunteers such as administration, teachers, students, maintenance staff, parents,
designers, etc.

2. Writing a design program

Through collaborative efforts of the participants, a detailed program is written which
addresses the school participants’ goals and objectives, requirements, activities and activity
settings, design features, and curriculum ideas for the design.
A way of doing this is to record all the ideas given by all the participants on small pieces of
paper and group them as goals, needs and ideas. In this way the ideas can be more refined
and the and eventually expanded and organized as into a program for the design.

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Creating a design framework with meaning
Whether the design of the outdoor class will be based on art, cultural history, ecology, wildlife
or a mix of all of them, should be decided. This will act as a base for starting the design. The use
of design theory (colors, textures, etc.) may inspire an art themed outdoor classroom where as
the cultural context of the site may provide a different type of inspiration for the design.

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Determining the project requirements
The requirements of an outdoor garden are given as follows:
a. Wildlife Needs
 Food (feeding stations, native plants)
 Water (ponds, drippers, birdbaths, streams)
 Shelter (brush piles, bird houses, snags, nest boxes)
 Space (safe places for wildlife to raise their young, connected open space
corridors)

b. Students’ Needs
 Natural areas for play and learning
 A variety of learning activities (science projects, artworks, exploring, and journal
writing)
 A variety of types of spaces (private spaces, eating areas, trails/paths, active
areas)
 A variety of places to sit (benches, retaining walls, seats under trees)
 Shade (large trees, structures such as ramadas and arbors)

c. Teachers’ Needs
 Inspiring places to teach
 Learning stations
 Curriculum support
 A variety of outdoor seating (flexible chair arrangements, an amphitheater)
 Site visibility
 Storage of teaching materials
 Noise control

Activity and activity settings

The various types of activities that can be carried out in outdoor classes and their settings are
given below:

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Use of design features
Based on the previously discussed methods of generating ideas, the possible design features in
an online classroom would be:
a. Natural features such as ponds, lookout towers, etc.
b. Wildlife features such as birdhouses and rock gardens to attract reptiles
c. Cultural features: Themes that reflect the culture of the site
d. Art features: Murals, wall art, pavement art, etc.
e. Functional features: Amphitheater, greenhouse, structures for protection from sun and
wind, etc.

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3. Designing a curriculum
If outdoor areas are not designed for suitable teaching purposes, they will be neglected.
a. Natural Sciences/Ecology:
During the Design Process: Examine the site prior to construction: What plants and wildlife
are currently in the schoolyard? This inventory of existing conditions will help designers
make informed design decisions.
After Construction: See what new life exists in the outdoor classroom. Learn about
butterflies and moths, for example: What stages of life can be observed? Within the
schoolyard habitat, examine ecological concepts such as photosynthesis, effects of human
actions on ecosystems, and energy exchange.
b. Math:
During the Design Process: Measure the slope of the land to calculate slope percentages.
Measure and record onto map the size and location of all existing structures such as
buildings and sidewalks. This important step in site inventory involves hands-on math
experience.
After Construction: Take various measurements over time, such as pond water levels, plant
growth, and wildlife numbers. Make a new sitting area for the outdoor classroom—spatial
geometries would need to be determined.
c. Language arts
During the Design Process: Write a description of the existing schoolyard. This might be
used in the site inventory phase of the design process. Write to local businesses and seed
companies for potential donations.
After Construction: Write nature poetry and literature; keep a wildlife or nature journal.
Write stories about future ideas and plans for the schoolyard.
d. Fine Art
During the Design Process: Develop design ideas and drawings for the new outdoor
classroom. Produce a video of all stages of the project. Make birdhouses, sundials, and
benches that can be used in the various locations within the schoolyard gardens.
After Construction: Continue to add new artworks even after the project is built. The art
could be anything from sundials or sun structures to bridges and tunnels. Draw and
photograph wildlife in the schoolyard.
e. History

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During the Design Process: Learn about the past. What was the site like before there was a
school there? Try to find old photographs of the site and neighborhood from libraries and
historical societies. Interview family members and local residents who remember what
things were like “way back when.”
After Construction: Continue to design and develop different gardens and spaces—perhaps
some of these will be inspired by ancient traditions of futuristic themes.
f. Performing arts/Music
During the Design Process: Create and perform a play about all the creatures that might find
a home in the new habitat garden.
After Construction: Use the outdoor classroom as a place for drama, music, and discussions.
Discover interrelationships between all classes, both in natural sciences and in the arts.

4. Conceptual design
A conceptual design of outdoor classrooms will consist of several alternative layouts which
are called bubble diagrams. To obtain a good design solution, the following need to be
considered:
a. Zones, Spaces, Design features
This planning phase involves the hierarchal division of outdoor areas according to the site
conditions and intended use of each area. Zones are larger areas within the landscape and
are characterized by a theme and designed for a specific function or experience. Zones are
made up of smaller units, or spaces, which could include a shaded sitting space, a work
station, etc. Design features are the smaller objects or groups of objects in built landscapes,
or functional amenities (such as drinking fountains, water features, and signs).
For example, the following figure shows a butterfly garden as a zone made up of spaces like
open space, sitting space, and design features like water fountain.

b. Circulation
The allocated zones should be organized progressively and should have sequential spacing
between each other. The experience of pathways and trails should happen in coordination
of a variety of sights, sounds and smells.

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Some approaches to the circulation through outdoor classrooms are given below:

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26
Examples of bubble diagrams

The initial bubble diagram should be explored without considering the constraints of the site.
After exceptional bubble diagrams are developed, the details of spaces and features of each
zones are also developed.

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Designing the school building (and interiors)
Anthropometry and furniture standards
For children
The heights of children may vary significantly according to age but their space requirements can
be approximated from the following table and figures:

Universal standards for anthropometry

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Desks

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 Doors

Corridor

Stairs 30
31
Furniture Standards

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Basic areas in a primary school building:
Classrooms: general purpose, special education
Specialized program areas: music rooms, art rooms, computer lab, library, gymnasium, cafeteria
etc.
Administrative and resource areas: Principals office, general office, nurse’s office, meeting
rooms, etc.
Utility areas: Toilets, Storage

Specific Requirements:
Spaces for Students

1. Entry:
 Welcoming, spacious area with adequate seating and places for informal visiting.
 Large enough to accommodate small groups of children and adults.
 Around 20 sq. m for primary schools

2. Classrooms:
 Per person area: 0.9 sq. m with a minimum of 0.75 sq. m
 1:1 or 1:2 width to length ratio classrooms
 Maximum distance between the whiteboard and the last row of benches is 2m and the
minimum between the whiteboard and the first row is 2 m
 Minimum 2.75 m ceiling height
 Minimum area of openings for natural light 1/8th of the room area
 Adequate area for storage of backpacks
 Special education classrooms are usually half the size

3. Library:
 10% of total students at a given time and 2.4 sq. m per person area
 Separate space or storage of reserve books and optional space for photocopy
machine

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4. Laboratories:
 Science Laboratories: 4 sq. m per student area
 Computer laboratories: 2.4 sq. m per student area
 Visual communication
5. Hall and Studio
 Primary school halls and studios
 Primary schools larger than one form of entry (FE) will require an additional small hall and/ or
studio (one for approximately every further FE). In a primary school, the total area for this
category of space (figure 12 below) should include:
 A main hall of at least 120m2 for infants or 140m2 for juniors, sufficient for PE and dance,
assemblies, performances, parents’ evenings and dining;
 A studio of at least 45m2 in schools with more than 300 pupil places, to provide more space for
music, drama and ‘circle time’ if required;
 An additional small hall of at least 80m2 in schools with more than 600 pupil places, for PE
without

*The minimum size for a full-service kitchen is 30m2 + 0.08m2 for every pupil dining on site.

6. Cafeteria
 The total area of spaces used for dining should allow
0.9m2 per ‘cover’, or dining place.
 Tables and chairs for dining ‘covers’ and space to
access them

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 Reasonable space for pupils to queue up to and in front of the main servery and past checkout
facilities;
 Clearance areas and waste disposal;
 Where required, satellite or temporary servery areas

7. Toilets:
 Considering a school of 300 students and a staff of around 20 (teacher-student ratio of
15),

From toilet calculator, [Link]

Faculty toilets: one male and one female per 125 students

8. Circulation:
 m minimum corridor/staircase width. (500mm width per 25 occupants as per NBC 2.4)
 Staircase: Minimum tread = 279 mm Maximum riser = 175 mm
 Maximum risers per flight = 15, Height of handrail from the center of the tread = 900 mm
 The circulation should be at least 22.5% of the total net area of primary schools (or 20% in
single-storey schools) and 25% of the total net area of secondary schools. This also applies to
supplementary area. Within this area:
 All rooms should be accessed from a circulation route, except store rooms accessed directly
from learning spaces
 Corridors leading to more than one or two teaching rooms should have a clear width of at least
1.8m wall to wall (2.55m wall to wall where there are lockers);

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Spaces for staff and administration

9. School administration:
 The General Office should be located adjacent to the main entrance of the school
 The Principals Office: Close Proximity to the general office
 Adequate acoustic separation in the principal’s office from the general office

10. Teacher/Student/Parent Meeting rooms:

 10-40 sq. m each (1 per every 125 students)

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Lighting design for schools
Daylighting
Daylight design in a school depends upon a number of factors such as the illuminance required
by each of the spaces, the outdoor illuminance, the properties of the material used inside, etc.
The following method can be used as an approach to daylight design in schools
1. Determine the illuminance required by each indoor space (E i). The required values for
each space is given by the following table:

Given by the CIBSE

2. Ascertain design sky illumination for example, 8000 lux for Clear Design Sky- BIS (E o). The
values can vary but average values can be approximated from the table:

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3. Calculate the necessary Daylight Factor based on the above values from the formula:

Ei
DF = ×100 %
Eo

Given by the CIBSE

4. Compare the values of daylight factor with their corresponding fenestration from the
following table:

5. Manipulate the variables (window size, position, etc.) to meet the required value of DF.

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The illuminance of a space also depends upon the reflectance of materials used in that space.
The more the reflectance, the brighter the room.

Means for admitting daylight

There are more ways of admitting daylight into the spaces than just a window. Some methods
are as follows:

a. Side windows
 Permit views towards outside
 Light through these windows likely to be blocked by obstructions

b. Clerestory windows
 Unlikely to be obstructed
 Provides daylight deep into the space
 Might cause glare
 No direct views towards outside

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 c. Roof lights
 Admit light from brightest part of the sky
 Should be accounted for glare
 No direct views

d. Borrowed light
 Can considerably improve the quality of spaces which have no access to direct
sunlight

Relationship between window shape/positioning and light distribution

Given by the CIBSE

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Electrical lighting
There are various types of lighting that can be used based on the lighting needs of the space.
General lighting systems may be required in hallways and corridors where as localized lighting
systems may be required in libraries. Likewise, task lighting systems will be required in light
intensive spaces like laboratories, art rooms, etc. Ambient and decorative lighting systems can
be used to enhance or bring attention to showpieces, display boards and so on.
While using artificial lighting the CRI should be taken into consideration. The CRI is a scale from
0 to 100 percent indicating how accurate a "given" light source is at rendering color when
compared to a "reference" light source (Daylight). The higher the CRI, the better the color
rendering ability. Light sources of CRI greater than 80 is required in minimum in all spaces in
schools.
The calculation of artificial lights in a general lighting system can be done by the formula

E× A
N=( )
UF × MF × O

Where, N= Number of lamps

O = Lumen output of lamps
UF = Utilization Factor, ratio of luminous flux that reaches the working
plane
MF = Maintenance Factor, due to dust on the lamps
E = Illuminance required by the space
A = Area of working plane

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Examples of layouts of light fixtures

Decorative/Preferential lighting

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Avoiding glare
If the luminance of the sky seen through a window is very high and close to the line of sight of a
visual task of much lower luminance, disability glare can occur due to a reduction in the task
contrast making details impossible to see and thus reducing task performance. The approaches
to avoid glare are:

Glare in corridors

43
The use of horizontal shades can limit direct sunlight into the room and allow diffused light
which will cause less glare and allow for a comfortable learning environment. Similarly, as
important as the visual connection to the outside environment is, in the contexts where the
outside views may cause distractions, blinds and curtains can be used.

Roof lights can be a major source of discomfort if not properly designed. Any roof light that can
be seen directly from normal viewing positions at angles of less than 35° above the horizontal
will cause visual discomfort.

Given by the CIBSE

44
Viewing comfort of the students

Design considerations for sound

Three practical options are addressed here:

1. Location: school site is away from the busy road. At the same time, it also needs to keep
a reasonable distance from the neighborhood.

2. Layout: the sensitive space can be carefully separated from the intruding noise. The
toilets, storerooms and corridor can act as a buffer zone.

3. Rooms: sound-absorbent surface can be used in order to change the sound

characteristic of the space.

1. Location

The fundamental defense against the intrusion of noise lies in placing as much distance as
possible between noise sources and the space where quiet is needed.

45
 2. Layout

The layout of rooms is an important aspect of the reduction of noise. For example, the toilet
and corridor act as a buffer zone to give acoustic separation

3. Rooms

Absorbent materials are widely used on classroom ceilings which reduce reverberation and
can damp out, to some extent,
Acoustics

46
Noise tolerance of different classrooms and their acoustic treatment .

Solutions during the phase of construction process

47
Design considerations for flexibility

48
Flexibility refers to designs that can adapt when changes occur, sustaining or increasing the
possibilities for personalizing space and delivering value in a timely and cost-effective manner.

Some applicable measures for flexibility are:

1. Open plan and cellular classrooms

The shared activity area here makes the teaching situation flexible as the shared space is an
extension of the classroom.

2. . Classroom size

A reduction in class size from 30 to 20 pupils resulted in an increase in attainment of

approximately 0.35 standard deviations for the low attainers, 0.2 standard deviations for
the middle attainers, and 0.15 standard deviations for the high attainers

3. Classroom layout

49
 The layout of the ‘Fat L’ as a design pattern that offers teachers options in how they might
organize their classrooms to facilitate the development of their students in various learning
activities.

The analyses showed a clear preference for the U-shape plan compared to other shapes (L-
shape and O-shape plans) due to the achievement of high values in the most indicators adopted
for measurement and comparison in the research. Based on the space syntax analysis, the
following findings were obtained:
• U-shape plan is more integrated, readable, and perceptible due to the high
integration mean value compared to L-shape and O-shape plans (based on two out
of three analyses; axial map and visibility map). This high integration value is
attributed to the lower depth value recorded in this type compared to other types.
• Integration is the value used to understand the movement on the circulation line,
and when it is considered that the depth and transition of the areas inside the
system give us the integration, it is clear that the high value of integration leads the
plan to be more visible, perceptible, and readable. As for connectivity, this type is
also considered as the most connected shape (based on two out of three analyses;
convex map and visibility map).
• The axial map analysis revealed a strong correlation between integration and
connectivity in all ground floor plans for all cases, but it was the highest in the U-
shape plan compared to other plans.
• With regard to visibility, the values of the U-shape plan show the best ratings in
terms of the covered area of views (high visibility) for the selected places, vertical
circulations, and entrances. Whereas, the highest data regarding the manager and
teachers’ field of view was found in the U-shape plan. Additionally, the vertical
circulation based on isovist map, the highest areas field of view was found in the U-

50
 shape. Line with this, entrances field of view of the U-shape plan particularly in the
main entrance covered higher area than secondary entrances.
• The visibility of entrances (main entrance) in a U-shape increases the readability of
the system. The mobility of the system is reduced by the increase of entrance
number by separating the integration and reducing the connectivity of the system
which in turns makes the system less readable and perceived. The most visible type
is positively evaluated in many aspects. Staff members can lead students more
carefully and more attentively; students can develop good relations; students can
learn many ways of developing their abilities and thinking; there are good
interactions across grades, and there will be a good communication of staff
members.
• The achieved findings of the U-shape plan are in line with what was presented in the
previous literature, especially those derived from the visibility graph. In this context,
Natapov et al. [6] confirm that: “the axial representation has a higher degree of
space reduction in comparison to the visibility graph. The visibility graph analysis
provides a more fine-grained representation of architectural space, as it appears to
represent the environment in a more accurate way: it is more detailed than axial
lines, as it describes visual information conveyed to observers from any location that
is directly visible without obstruction”.
• Assessments regarding the other two types, O-shape and L-shape, are considered
close and somewhat similar to the values achieved, although the O-shape may
slightly outperform the L-shape plan. The three layouts are syntactically similar in
their convex map structure but reveal major differences in axial and visibility maps,
or expected ease of accessibility and wayfinding.
• The study created a link between different systems of building circulation and
possible ease of accessibility and wayfinding based on spatial analyses associated
with the architectural design according to human and building usability research.
The method of analysis based on the technique of space syntax is usually used to
analyze the spatial organization of the current building, i.e., in use. However, it is
possible to test this method while creating new building designs before constructing
and implementing the building. Therefore, this method provides an opportunity to
review aspects that must be taken into consideration for building projects in general
and educational buildings in particular.
• Connection: joining and being joined, it mainly refers to the relationship between
spaces within the building, but also between the school and the neighborhood
within the community. In either case issues arise of distinctive personality, easily
identifiable destinations and the opportunity for inclusion.

Stimulation
51
Stimulation is the combinations of pleasantness and different levels of arousal yield either
excitement or relaxation. When the level of stimulation is appropriate for given situations,

1. Complexity: refers to visual richness, which can be related to the number of noticeably
different elements in a scene (diversity) without negative content such as clutter and
disorder. This often needs to be balanced with a degree of order (unity) in order to
provide clarity and familiarity.

2. Colour: has been proved to have a great impact on human’s psychological reaction and
physiological well-beings. The perception of colour in the environment always carries
visual, associative and symbolic effects with it.

A warm, bright color scheme complements this tendency, thereby reducing tension,
nervousness, and anxiety; color may be light salmon, soft, warm yellow, pale yellow-orange,
coral and peach.

Room Colour
Libraries Pale or light green
Corridors and hallways colour range
Cafeterias Light red-orange, light orange, pale yellow,
warm yellow,
apricot, and pale green
Administrative offices warm red, oranges, warm
yellow, clear green.

52
 3. Texture: refers to the perceived prominence of materials’ characteristic. Along with
color, it is considered as one of the primary abstract elements of design. By combining
hard and soft surfaces, texture can animate indoor and landscape experience by
complementing built aspects.

Inclusive Design

Architectural Considerations

53
Some of the architectural considerations to ensure safety and independent access are doors,
ramps, toilets, chairs, and tables are:

Doors. When children with physical disabilities are included, ease of opening, closing, and
holding doors open may be a significant problem. Also, they may need to be wider than
standard doors to accommodate wheelchairs.

Ramps. When more than one wheelchair is to be accommodated, ramps wide enough to allow
two chairs to pass are ideal. The slope of any ramps will need to be somewhat less steep than
those designed for adults.

Toilets. Toilet seats should be at variable heights. Toilet stalls need to be more than 0.9m wide
to facilitate transfers from wheelchairs to toilets. It may be necessary to adapt a potty chair or
toilet for a child with a
disability.

Table height and seating. Children may need smaller chairs so their feet can touch the floor;
children with low tone may need arm rests and back support. While seating adaptations may
require extra effort initially, the payoff will be increased participation and comfort for the child
Often adapting the physical environment in even small ways can increase independence for
children who have special needs. This in turn reduces the burden on staff to provide individual
assistance.

Floor plan considerations for children with special needs

While it is not necessary to create totally unique or adapted environments to include children
with special needs, certain challenges may be of more frequent concern with this population.
The following issues may be important
considerations for some children.

1. Need for Quiet Area

Providing a quiet area where children can be somewhat isolated and where the noise is
damped can offer brief respites.

2. Avoidance of Large Open Areas

Divide large rooms into specific areas for activities, and clearly mark the boundaries of those
areas with dividers, shelves, and other furniture and equipment.

3. Consideration of Some Children’s Preference for Enclosed Space

It is helpful to arrange at least one area that is enclosed on at least three sides. However,
the enclosure should not be more than about two feet in height to allow easy viewing of the
area.

54
 4. Need for Acoustic Adaptations
Highly resonant, noisy environments may create significant stress for many children with
special needs. Sound can be dampened by use of acoustic tile, rugs, materials hung from
the ceiling, and fabrics and artwork on the walls.

5. Visually Simple Presentation of Materials to Reduce Clutter

 Store items in a consistent place.
 Group similar items together on shelves.
 Allow empty space between items (children with visual processing difficulties or
low vision may not recognize items that are jammed together).
 Use pictures to clearly label containers of manipulatives, or small toys and
objects that aid in the development of fine motor skills.

Planning activity areas for children with special needs

The following considerations are recommended in arranging each activity center: library corner,
art and water play area, tabletop manipulatives center, buiding area, and dramatic play area.

1. Library Corner
This quiet, calm area might be carpeted, offer large pillows, and feature a variety of literacy
materials. The library corner also might include writing paper, magic markers, envelopes,
stickers, a toy mailbox, and a blackboard.

2. Art and Water Play Area

Even children with severe disabilities often enjoy water play; they like feeling running water
on their hands and the soothing activities of filling and pouring. In the sand table, hiding and
finding objects and burying their hands can engage young children.

3. Tabletop Manipulatives Center

Initially children with severe disabilities may prefer to dump and fill in this area; they may
not be able to play appropriately with small manipulatives without specific training Because
developmentally young children may put small items in their mouths, some children will
need to be closely supervised when they play in this area.

4. Building Area
Children with special needs often enjoy stacking and knocking down block towers (or
knocking down towers that others have stacked!). Engaging activity is building ramps and
letting cars and balls roll down the ramp. The greater the effect at the bottom of the ramp,
the more interesting it is.

5. Dramatic Play Area

55
 A dramatic play center may offer dress-up items, especially skirts with elastic waists, adult
shoes, hats, and purses. These items can provide opportunities for staff to help children
with disabilities practice dressing skills.
6. Outdoor Play Areas
Outside play is essential for children with special needs. Outdoor activities offer unique
opportunities that may not be easily replicated indoors. It is important to maximize these
opportunities through careful planning and use. The outdoor environment provides a
significant change in sensory-motor environment that is often very desirable.

 Noise is less resonant and more diffuse so the outdoors may be less stressful for
children who have auditory sensitivity.
 Natural light is an advantage, though sunlight may pose problems for certain visual
conditions.
 Outdoor spaces offer access to certain gross motor and mobility activities that are
not possible indoors, such as riding tricycles, pulling wagons, and swinging.

Certain considerations involving outdoor play environments that may

be particularly important for children with special needs:

1. Swings need to be adapted with safety harnesses.

2. The ground surface needs to be soft and resilient.
3. To accommodate children with low vision, ground surfaces from one area to the next—
such as the swing area to the sandbox to climbing structures and slides—need to be
marked in some way, perhaps with bumps between areas or astroturf in certain areas.
4. Climbing structures need to be low, with easily grasped rails.
5. Some pedal and wheel toys may need to be adapted with foot blocks and velcro to
accommodate smaller stature and poor motor control of legs.
6. Bike tracks and “traffic” patterns need to be clearly marked and enforced.
7. Sand tables, sand boxes, and water tables or small wading pools should be included and
made easily accessible.

56
Case Studies
The case studies for this school project were carefully selected in such a way that the overall
range of design in all aspects could be compared. A total of 3 case studies were done. The first
was a big budget, large, expensive primary school in Austria. The second was a tiny, low budget
school in Malaysia that fulfilled the minimum requirements of a primary school in a rural area.
By studying and comparing these two polar opposite cases, the range in terms of design
approaches, area, materials, design elements, facilities could be determined and an appropriate
midpoint for these aspects that would be suitable for the design in question could be used. The
third and final case study was GEMS school in Nepal that although, isn’t a primary school, gave
a concept of how schools were designed and run in the Nepali context.

Case Study 1: Historically listed Primary and

Secondary school in Leoben, Styria

57
1. The existing school 2. The clusters were 3. A central staircase 4. Common areas
had clusters of forms removed to create an links all the internal which face the
which created tight, open garden towards spaces and acts as garden become
unusable spaces the north the heart of the good spaces for
school student interaction

The school at NMS Leoben-Stadt has a capacity of 60 0 students out of which 300 students are
of primary level. The school has a total building area of 14,557 m 2. The building is a renovation
of the egg-crate design school which has been a traditional style of school design around
Europe. The concept and form development of this school is simple yet efficient. The previously
existing school had clusters of forms which created tight unusable spaces around the central
corridor. Firstly, these clusters were removed to create an open garden towards the north.
Furthermore, a central staircase was designed to link all the floors together while
simultaneously acting as the heart of the school. Finally, common areas were Placed towards
the northern playground which would act as interaction spaces as well as provide views to the
school playground making the environment more active. These were simple steps for the
transformation of the traditional school into a better more usable design. The site access and
zoning according to this new design is given below.

58
The users of the school are greeted with a large foyer space which comprises of coat hangers
and lockers. Adjacent to the foyer is the large library which includes large spaces for group as
well as individual learning. The foyer leads to a long corridor which leads the users to all the
classrooms. The school consists of multiple iterations of classrooms which have different
layouts. Some of the classrooms have rows of benches which are a more traditional type of
design where as some classrooms have a more modern group focused layout. The school also
consists of a designated space for the teachers where they can do paperwork as well as relax.
The typologies of different classrooms, the list of other spaces and their per person areas are
given below

The horizontal circulation is managed by a common U-shaped corridor that links all the
classrooms. The linear organization of spaces signifies movement through the corridor and
keeps this space active. As for the vertical circulation, each floor is linked by a large central
staircase with additional staircases for quick access. The visual connection between the upper
and lower floors enhances the feeling of community within the school. Excluding the overall
form and concept of the school, the design has a bunch of features which directly addresses the
requirements of children as well as the staff that use the school. For student interaction, the
commonly accessed Places are enhanced with multifunctional seating areas. For example, the
windows that face the corridors have a sill height at around 40 cm allowing the students
walking by to rest and talk. The central large staircase also has seating where students can sit
and interact. Furthermore, the communal terraces that are provided as cascading steps with
views towards the north act as important breakout spaces for the children.

59
Ground floor plan and horizontal circulation

Section and vertical circulation

Visual connection between floors

60
Classrooms placed on the south benefit from Openings on both sides of classrooms
adequate sunlight allow cross ventilation

61
Large, open and brightly lit areas create a sense of community and make the children feel more
secure. For the teachers, a dedicated lounge with a multifunctional element has been created
with a multifunctional element at the center. This element comprises of a private space with
lockers and a resting space with beanbags on top. This element is surrounded by modular
Communal
furniture spaces
which can open up to the
be rearranged according to theTerraces recessed
requirements of towards the top
the teaching so that
staff. Theall
desksplayground, providing
can be arranged into positive surfaces
views table or into
a large meeting receive
small tables foradequate diffused
individual work. sunlight
Throughout the interior of the school, the ceiling is lined with perforated wooden panels
combined with circular artificial lighting to make it look like a starry sky-like lighting
atmosphere. These panels double down as sound absorbers which reduce noise in noise-
sensitive areas. The light terrazzo flooring and the white ceiling reflects light into the building
spaces and creates a more open environment. The flooring material is durable and can

withstand heavy traffic. The light sea pine wood ceiling absorbs sound and creates a warm
atmosphere within the school. The façade of the school is in Neoclassical style done for the
preservation of the historical context of the building. It is a brick façade decorated with
pilasters, repetitive cornices and semicircular arches.

62
Massive schools like these can easily make children feel lost. The presence of the large staircase
as the heart of the school and as the primary circulation is very effective to counter this
problem. Also, the random seating in between the corridors where the students can sit and
interact make them more lively and less monotonous than they would be if they were absent.
The large volume of the school has been effectively used to create learning spaces as well as
interaction spaces for the students in it.

Design elements of the teachers lounge

63
 Interior materials Neoclassical façade treatment

Case Study 2: Etania Green School

Etania Green School is a small primary school that was built
for the local children in Beaufort, Sabah, Malaysia. The
school can hold 64 students at a time but serves a total of
350 children in the locality. It has a small area of 470 m 2.
The design is focused on solving problems of its social
context and the context of the site. The area is known for
its plantations which contributes heavily to the local
economy and attracts legal and illegal migrant laborers.

64
These laborers and their children are marginalized because of their legal status. The area is
home to hundreds of stateless children who seek an education.
The climate of Beaufort is very hot and oppressive. The humidity is very high and the average
temperature ranges from 70 to 90 degrees Fahrenheit. The site is also situated along a river
which is known for being at a high risk for flood

The school is desig ned to address and respond to the situations created by the site features as
well as to solve the social problem of providing the children a good learni ng environment. The
school itself consists of three blocks. These three small blocks are raised from the ground to
protect the building from the risk of any flood. The raising has been done on one side with the
help of unused shipping containers that were already available, minimizing structural
components and reducing costs. The other side is raised with the help of a mound of soil. The
mound of soil is brought by excavating a hole which is utilized to create a rainwater harvesting
pond. The progression of the design is shown in the drawings below:

65
 Existing Excavation for rainwater harvesting pond
site

The mound of soil and the recycled School oriented on the E-W axis and
shipping containers were used to raise open sides to fully utilize the winds
the building to protect it from floods coming from the south

Sloped roofs with central channel for

rainwater harvesting

66
 Photovoltaic panels to utilize solar energy

As seen from the open classrooms and the linear layout, the design is very focused on being site
responsive. It uses its design to take advantage the sun path and the wind direction. Each
design decision is a result of the features of the site.
The school, being very low budget, fulfills minimum requirements that are needed for the
children to learn in. The total spaces present in the school and their respective areas are given
below:
• Traditional classrooms (4)
Capacity of 16 students each
• Smaller rooms for private discussions
• Teachers room
• Library
• Toilets
Boys – 2 commodes, 3 urinals and 3 sinks
Girls – 2 commodes and 3 sinks
Staff – 1 commode and 1 sink

The zoning of the school is also very straightforward and simple. The classrooms are arranged in
a linear fashion with a central corridor connecting everything. There are two stairs that lead up
to the corridors. The site zoning and space zoning are shown in the figures below:

Excavation for rainwater

The construction technology and materials of the school reflects the vernacular architecture of
the area. Timber posts and lintels done by the local skilled labor were combined with the

67
modern steel frame structure for the roof. The lower supports, classroom partition walls and
the floor are completely made out of wood. The roof is CGI sheet (Corrugated Galvanized Iron)
which is supported by a steel frame.
All in all, the design deeply focuses on every small feature of the site and its context and makes
use of them to enhance the quality of its spaces. The small scale of the design allows light to be
shed on more neglected aspects of architecture and create small spaces that are heavily
optimized for human use.

Use of timber reflects vernacular Ladder leading up to the classrooms

architecture

68

Interior view of a classroom

Design philosophy and process: Ar. Anju Malla
Pradhan, GEMS

The design process of Gems school initiated in 1998 with Ar. Anju Malla Pradhan as the chief
architect. Like any other design process, this one started with one of the most important
starting phases: the site analysis. Around that time, the Dhapakhel area was used mostly for
agricultural purposes. There was a rivulet on the east side of the site. Beyond the rivulet was a
hillock that was densely populated with local vegetation like bamboo trees. These were major
natural merits observed in the site at that time. Also, Dhapakhel is a kind of valley that is
surrounded by hills which basically creates and air channel through it resulting in strong winds
blowing from the south. So, the first thing that the architect kept in mind were these site
features that would play a crucial part in the design.
However, the conceptual foundation for the planning of the school was Vaastu Shastra. The
founder was a big believer in Vaastu and following it while planning was a priority. Fortunately,
the entrance to the site was towards the north which was ideal according to Vaastu Shastra.

69
This however raised a slight concern due to the possibility of inadequate solar gain in the
winters. To tackle this, the architect placed an open ground at the north which would be used
as an assembly area. Using this central space as a focal point, she placed the school buildings
around it and then the playgrounds towards the south so that each building would get enough

sunlight. The primary and secondary blocks are separated with their own play areas because
the architect wanted to minimize bullying by preventing the intermingling of these groups of
students.

While planning the site, she allocated spaces for greenery

as much as possible. In a project like schools, especially in
Kathmandu, the built-up area always tends to be massive.
Bigger buildings allow better functionality all year round.
This is why she couldn’t minimize the built-up area.
However, she did not want the building to overthrow t he
entire surrounding environment. In the initial phase of
construction, the buildings were somewhat overpowering
but as vegetation was added and the growth of the
greenery progressed, the overpowering characteristics of
the building were slowly counteracted.
As for the form, the core aspect was the function of the
building and the central focus was the students. Due to
this reason and also due to cost constraints of organic
forms, the form of the school buildings is a simple play on
rectangles, using subtraction to create voids to let in
natural light and addition to add volume. The only
building where she deviated from the rectangles was the
admin block. The form of this building was linear in all
sides except the west façade. This side in the shape of a
segmental arch. The reasoning behind this was again
Vaastu shastra. According to her, this block was especially
important as it was a representative of the economic gain

70
in the school and thus, to repel or reflect the negative energy from the west (according to
Vaastu shastra), she opted for a curved form. (Like in physics where curved surfaces reflect back
beams of light)
Another factor that had an influence on the design was how the school’s founder, wanted the
building to be ‘grand and eye-catching’. So, in terms of volume and façade treatments, she had
to keep in mind that the building would have to look like something from the Colonial Era. This
type of design comprises of huge columns with decorative capitals, cornices, pediments and so
on. According her she was into a lot of detailing. She hand-drew a whole book of cornice
details. Eventually, this introduced her to a part of architectural practice that she had little
experience in before: cost. Her variety of detailed designs resulted in the inflation of the cost of
the entire project to the point where she had to limit herself to only few of the details mid-
project.

In the context of Nepal, the schools are always growing physically in size. Due to the growing
demand of seats, schools usually tend to add an extra storey on top of their existing buildings.
This interferes with the visualization and long-term planning of the architect. So, to avoid
construction of extra floors, she designed most of the buildings with a sloped roof to discourage
the addition of extra floor. As predicted an extra floor was added to the one building with a flat
terrace.
The architect has used a few passive design strategies. This is where the wind aspect of the site
analysis comes in. To utilize the winds coming from the south for cross ventilation of the
classrooms, the architect placed windows on the wall of the rooms that faced the inner
corridors. According to the experience of the staff over the years, the performance of students
in those classrooms was found to have been considerably better. Another use of passive design
was in the administration block. The director of the school spends the whole day sitting in his
office in that block. So, to ensure thermal comfort, she added an insulation to the roof. After

71
the RCC casting, a void of thickness 3-4 inches was added. In that void, a layer of cotton was
applied and on top of that a white, sandy soil called ‘pancha’ was compacted and again casted
with a thin layer of RCC. This contributed to an increased time lag in the building making it
thermally comfortable.

Comparative Analysis
The three case studies were individually compared in different aspects of design. The
comparisons were then used to derive inferences that were the most suitable for this particular
case of design. The different comparisons and their inferences are given below:

Comparative Analysis: Zoning

Recommended Zoning

72
Comparative Analysis: Site

73
Comparative Analysis: Zoning

Comparative Analysis: Primary Areas

Comparative Analysis: General Design

Comparative Analysis: Administrative Areas

Comparative Analysis: General Design

74
Area Comparison

Program Formulation
The programs of the case studies and literature were observed to derive a collective of spaces
that would be most suitable for designing a school in the given context. Each of the finalized
spaces and their per person area is given in the table below:

75
Site Analysis
The site is located at Pulchowk, Lalitpur and
has an area of 2732.79 sq. m. The site is
connected to a 6 m wide road which is at a
200m distance from the main Pulchowk road.
The site itself has access to two roads, one
being a short 4 m wide road towards the
south east. The nearest bus stop is located
350 m away from the site.
After applying necessary by laws, the
maximum ground coverage of the site comes
down to around 1093 sq. m. The maximum
floor area of the school comes down to
around 5464 sq. m. The maximum number of
storeys would be 5.
For the site analysis, the regional climate of
Lalitpur was studied, the data of which is shown below:

76
The microclimate of the site was also studied. The summer solar altitude angle is 86.5°, winter
solar altitude angle is 39.5°. In the summer, the site is mostly flooded by sunlight. In the winter,

the big buildings across the road cast shadows on the southern half of the site. Hence,
placement of the building on the northern side is preferred.
The topographical study of the site shows that the site is sloped downwards towards the north.

A long row of large coniferous trees of around 30-35 feet height are present around the
northern end of the site. The existing coniferous trees provide positive views towards the site
viewed from outside. The trees also have potentials to act as barriers against noise coming from
the road.
The main road connected to the school is a possible source of high noise when the Pulchowk
road is closed due to cultural events. The primary direction of this source is from the south.
Noise can be minimized by locating classrooms away from the road. The existing trees can act
as noise barriers.

77
In a nutshell, to respond to the features of the site, some inferences have been determined.
Protection from rain and wind. Open spaces for breeze penetration are required to utilize the
southern winds for cross ventilation. Well insulated roof is required to protect the classrooms
from overheating during the summers. Provide rainwater drainage channels and use it to
provide water to the available vegetation

Academic areas placed towards the Orientation of long axis along east-
north away from the road west for maximum solar gain

East west orientation also allows use Building around the existing trees.
of winds coming from the south for Provides opportunities for outdoor
hot summers classrooms and visual connection to
nature

78
The Design
Zoning
The zoning is used from the
recommended zoning that was
drawn by comparison of the
case studies by taking into
account the inferences of the
site analysis. From the
recommended zoning the
courtyard acts as the central
space that connects all
academic spaces together.
According to the site analysis,
since the road is located to the
south, and the side is at a
decreasing slope from the
north to the south, placing the
building at the southern side
would not only cast a shadow over the entire site, but it would also cause the building to suffer
from noise due to its close proximity to the road. So, academic spaces are kept at the northern
part of the site. Parking was found to be optimal to be placed at the south east corner of the site
for the reason that the corner is connected to two roads which can be utilized for efficient
parking. Contrary to academic spaces, for the administrative spaces, proximity to the road is
preferred so that staff and visitors can go in and out of the building without having to walk long
distances. So, the administrative block and the multipurpose hall are placed adjacent to the
parking. The canteen and the kitchen are placed exactly in between the academic blocks and the
administrative block for ease of access from both sides. The playground is placed at the
northwest corner of the site and is shielded from negative views and noise from the south by the
buildings in between. The academic blocks utilize northern light and enjoy views towards the
courtyard while getting sunlight from the south.

Concept and form development

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The design of the school is somewhat an extension of the site analysis. The main concept of the
design was to utilize the trees that were present inside the site and build around them to create
a nature connected learning environment. For this, the academic spaces were placed towards
the north and south of the existing trees creating a sort of internal
courtyard. Later, the academic block and the multipurpose hall were placed
to the south of the site in close proximity to the parking and the road for
ease of access to the admin staff. As a result, the admin block and the south
academic block create a sort of barrier that shields the courtyard from the
urban noise coming from the south side of the site. Cascading steps were
created to make communal spaces for children in the north block which
faced the playground similar to the first case study. The courtyard itself
consists of trees with stepped stone bases where children can eat, draw,
play, interact. For this design, it was desirable that the children would get
the experience of the courtyard not just by being in the courtyard but also
while being on the top floors of the schools and while travelling from one
classroom to another. The main design element for this experience while
solving the need of universal access was a circular ramp at the center that
connects the two academic blocks. The circular ramp flows around the
existing trees of the site. The children playfully run around this circular ramp
and experience the trees and the courtyard while not having to be present in the actual
courtyard below. The walls that face the inside of the courtyard are entirely made of glass to
provide visual connection from the classrooms to the courtyard and the walls that face
outwards are small and varied to allow light to enter without entirely supporting negative views
outside. Furthermore, to support the courtyard, some parts of the corridors are curved
outwards to create breakout spaces from the classrooms. The children can stay and interact
here while enjoying the views of the activities in the courtyard. These curves complement the
circular courtyard creating a pleasant view of the academic blocks.
The large courtyard, the playground and the breakout spaces support group interaction but the
triangular projection from the staircase leading to the roof has been repeated to create a series
of hollow spaces in the roof which act as small private spaces where children can have intimate
interactions with one another. These triangular forms complement each other and make
common forms of all the buildings of the school.

The Masterplan

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The parking at lvl -0.5 m is accessed from the road through the main gate. The parking is one-
way and is arranged in the corner to utilize both roads that touch the site. Vehicles come
through the main gate and parking is done at a 45-degree angle. The parked vehicles then back
up and leave through the smaller road on the right. The parking consists of a space for the
principle, a space for the disabled, four 16-seater vans for the children and 10 motorcycle
parking spaces for the rest of the staff and visitors. From the same level. There is a pathway
that leads to the multipurpose hall. The stairway from -0.5m leads to the foyer at -2.5m. The
stairway from here leads to the admin floor at -3.5 m which creates quick access for the admin
staff and visitors from the parking. The admin floor consists of accounts, reception, a meeting
room, a counselling room, a waiting room for visitors, the principal’s office, a set of toilets and a
staircase that leads to the multipurpose hall above. The staircase is provided to provide access
to the toilets to the users of the multipurpose hall. The foyer at -2.5 m leads to a courtyard that
connects all the classrooms. The circular ramp that connects all the floors together is also
accessed from this corridor. Plus, staircases are provided at the ends of the blocks for quick
access.

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Masterplan and profile sections

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Site Elevations
Site elevations from each side are shown below:

Floor Plans

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The individual floor plans show the layout of each specific space of the school. In the
classrooms, it can be seen that the classrooms have triangular desks. Each triangle in a
classroom acts as a module which can be repeated and combined in a way to create any
type of layout. Traditional layouts with rows of desks can be created as well as group
focused layouts which include large meeting table like arrangements, both of which are
shown in the floor plans below.

Just like the classrooms, the teachers lounge also has modular furniture. The modules
are small tables where individual teachers can sit privately and do paperwork. These
tables can be combined with one another to form large meeting tables where large
groups of teachers can sit, discuss and interact on various topics. The teachers lounge
also consists of sofas at the back where teachers can lay back and relax and a locker
area where they can store their belongings.
A tiny projection on the left of the teachers lounge makes the sick bay which is directly
accessible from the playground in front of it.

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The canteen consists of an enclosed space as well as a semi enclosed space. The kitchen
has serving areas for both spaces. If in case the canteen is full, users can have their food
in the courtyard.

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The courtyard is the liveliest space
inside the entire school. Children run
around the circular ramps around the
trees which lead to this courtyard. They
sit at the base of the trees where they
can study, draw, eat, play and interact.
The courtyard has multiple uses.
Opportunities for outdoor classrooms
are created in the courtyard.
Furthermore. The visual connection
between the breakout spaces above
and the courtyard imparts a sense of
community within the school and
enhances the quality of space. View from the courtyard

The glass curtain walls of the classrooms that face

the courtyard allow students to have pleasant
views while studying. The activity outside helps
keep the environment in the interior spaces
active as well. Also, strong visual connection to
nature is known to brighten the mood, enhancing
the learning experience which is important
especially for growing children.

View from inside a classroom

The group interaction-focused layouts of the classrooms help the individualistic growth of each
students, caters to the personalized need of the children and teaches them to work as a group

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while the traditional layout can be used to lecture the classroom as a whole at once. Both
layouts have their own purposes.

Classroom interior view

Cafeteria interior

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 The exterior facades are treated to match the nature-based design of the school. The
external walls are treated with wooden cladding. Some classroom blocks are projected
outside and their texture is varied to break the monotony throughout the entire
building. The wood treatment combined with the presence of abundant greenery gives
the entire school a warm and welcoming tone.

Entry to the school

Exterior of the northern block

The windows facing outward from the courtyard are smaller and randomly arranged. The
random arrangement is to signify a playful nature of the design whereas the smaller windows
allow the rooms to be flooded with sunlight without being too open to the road and unwanted
areas around the site.

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Conclusion
To sum up, this design tries to effectively use the features of the site to enhance the quality of the
spaces. The idea of using site features and using orientation, sun path, wind direction to benefit
the design was taken directly from the case study of Etania Green school. The idea of enhancing
the learning experience, creating breakout spaces, communal areas, material treatments were
taken directly from the case study of NMS Leoben Stadt Primary school. The combination of
research from the literature review, comparative analysis and inferences from the case studies
and solving the problems of the site have helped derive a design that would create a fun and
exciting learning environment for the children of the locality.

Areal view of the multipurpose hall

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