Prepared by Dr. Hazem Abu-Orf, University of Palestine International Design Studio III Lecturer 1 Project I School Design: Criteria, Standard and Functional Programme University of Palestine Faculty of Applied Engineering & Urban Planning Dept. of Architecture, Interior Design & Planning

Prepared by Dr. Hazem Abu-Orf, University of Palestine International But will children arrive every morning at a place like this? Recently completed school (school ‘A’) main entrance Hazelwood School in Glasgow effectively partition the outdoor space for different functions.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Or should they arrive at a place like this? Another recent school (school ‘B’) main entrance Aspen Middle School

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Into a lobby like this? School A - school street

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Or this…..? School D - entrance hall and school street

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Gather in a hall like this? School A - main hall Hazelwood School’s 10 classrooms feature generous storage space. Clerestory windows provide plentiful ambient daylight, without the glare, or views to the outdoors that could distract partially sighted children.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Or it might be a space like this? School C- Main Hall

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Commodity Utilitas Firmness Firmitas Delight Venustas Vitruvius & Wootton FUNCTIONALITY IMPACT BUILD QUALITY

Prepared by Dr. Hazem Abu-Orf, University of Palestine International > Form & materials > Internal environment > Urban & social integration > Character & innovation > Performance > Engineering systems > Construction > Use > Access > Space FUNCTIONALITY IMPACT BUILD QUALITY

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Assessment Guidance Factors to be considered: A General Principles 1.Site layout 2.Public Entrance to the Site 3.Boundary Treatment 4.Vehicular Access 5.Pedestrian Access 6.Parking for Cars, Motorcycles & Bicycles 7.Landscaping 8.Surveillance 9.CCTV System 10.Lightening 11.Access to drainage & Services 12.Site & Buildings Layout (Thinking about the relationship between internal & external spaces) B Building Internal Layout 1.School Entrance & Visitors’ control 2.Reception Area/Foyer 3.Waiting Area 4.WC facilities 5.Corridors & Circulation Area (orientation) 6.General Office Security/Privacy 7.Acoustics 8.Colour 9.Natural lightening 10.Materials used 11.ventilation

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Bubbles/Functional Diagram Type of space: 1.Teaching Area amounting at 60 % and is timetabled used by the whole school. Schools should have a library resource area & perhaps other local resource areas. 2. None-teaching area amounting at 40% and falls into 6 categories: - Staff & Administration Accommodation - Storage & wash rooms - Teaching storage - Catering facilities - Ancillary spaces (caretaker’s office, storage for maintenance, cleaner area, secure storage, etc) - Circulation & partition

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Bubbles/Functional Diagram Circulation & partition: Including corridors, foyer and defined circulation in open-plan teaching area, as well as the area of internal walls taking up a quarter of the gross area of the school. It is recommended a minimum width of 1.8 m in heavily used corridors and 1.2 m in routes to one or two rooms. GFP, New Leith Academy, Lothian, Scotland

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issues Planning Strategy: Furniture & Equipment 1.Locating services on both external & internal walls but wet services on external walls only 2.Keeping fixed work surfaces to a minimum & located only around the perimeter. 3.Locating heavy machinery in workshops, mainly on external walls 4.Keeping the centre of the space free of fixed furniture, additional servicing in the centre of the room can be obtained by carrying services through the furniture 5.Locating the teacher’s position to give a good view of the whole space, especially the entrance 6.Positioning the PC equipment & whiteboards at 90 degree to the window wall to avoid reflection and glare. 7.Avoid full height-storage: storage units should be ideally be mobile and may be positioned under benching making more effective use of space. 8.Accessing store rooms from one end of a space 9.Providing sufficient clear space around tables, benches and machines allowing for safe circulation and use of the furniture.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issues Planning Strategy: Furniture & Equipment Size of tables & benching: Recommended heights for various activities of sitting and standing, using age ranges commonly found in various school types. Benching usually comes in 2 depths: 600 & 750 mm. The former allows sufficient working space. The later is useful depth where serviced equipment is used.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issues Planning Strategy: Furniture & Equipment Table size as shown in the table. Storage units are available with a plan size of around 1000x500 mm containing shelves or tray, with or without doors, and can have castors under them. It is efficient to place storage under side benching while some storage units could be wheeled around the classroom and the space layout must allowed for this case.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issues: Planning Strategy Adaptability: Adaptable layout 1.Use simple room shapes: rectangular shapes of around 4:5 proportion with a depth of between 7 & 9 m. 2.Use non load bearing partition walls, removable, with radiators & major services on outside walls 3.Design fenestration to allow room for new partition walls between window opening 4.Limit fixed Keep plants & service ducts & stairs to external walls wherever possible 5.furniture & equipment to fixed benching to one wall only 6.Incorporate a reasonable distance (22-30 m) between fixed elements such as staircases & external wall. 7.Design window openings within 3 m of fixed elements, to allow, for small rooms with natural light & ventilation 8.Design services such that they can be added or removed easily and limit drainage to near to outside walls, where possible.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issues Planning Strategy Acoustic: Particular problems arise where insulation between spaces needs to be high and where there is a desire for an open-plan arrangements including a number of activities. 1. Determining appropriate background noise levels & reverberation times for the various activities and room types 2. Planning the disposition of ‘quite’ and ‘noisy’ spaces (separating them wherever possible by distance, external areas or neutral buffer spaces: such as storerooms or corridors. 3. Using walls, floors and partitions to provide sound insulation 4. Optimising the acoustic characteristic by considering the room volume, room shape and the acoustic properties of the room surfaces

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issues Planning Strategy Lightning: It covers task/activity lighting, lightening for visual amenity, architectural integration, energy efficiency, maintenance & costs. 1.Natural light should be the prime means of lightning during day light hours. 2.Supplementary electric lightening will be needed when day lighting recommendation can not be achieved 3.A maintained illluminance of 300 lux on the working plane will be sufficient 4.Exterior lightening is needed roadways/pathways, floodlighting of the building at the night and floodlighting of outdoor sport areas 5.Emergency lighting should reveal safe passage ways out of the buildings, together with fire-fighting equipment, escape signs and any permanent hazards along the escape routes. 6.Good day light has to be balanced against excessive heat loses through large area of glazing.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issues Planning Strategy Ventilation 1. Is achieved through a mixed-mode approach depending on the room type and activity 2. Supplementary mechanical ventilation may be required in spaces with high functional heat gains 3. Overheating in rooms with heavy PC usage led to move away from single-sided to cross ventilation 4. Ventilating chimneys at ceiling level using ventilation shaft for ground floor area, high-level natural ventilation are method for ventilation 5. A small axial fan in the ducting to help the flow through and workshops have local extract duct work 6. GF uses side-vented by openable windows while upper story adopts cross ventilation strategy using high-level ventilation.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Building Design Issue: Planning Strategy Access 1.The main entrance should overlook the primary pedestrian & vehicular approaches to the school and should be clearly visible. 2.Good signposting needs to be provided. 3.The reception area should be welcoming and have comfortable seating, but it should not allow free access to the rest of the school. 4. Access should be provided for those disabled by considering: doors and doorways, access to WC facility, departure & parking, arrival, internal changes of level, entrance, escape and facilities for medical inspection & treatment key entrances should be designed; one for visitors & staff and the other for the students.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Layout of the site The site should take account of: 1. The nature of the site, including its shape, contours, subsoil, exposure to wind, rain & noise. 2. A sensible balance of zones based on practical and curriculum need. 3. Trespass, vandalism & security. 4. Landscape quality and service ability. 5. Access for those with physical disabilities. 6. Safety in terms of circulation and location of activities. 7. The relationship between changing rooms & PE facilities. 8. The statutory requirements for playing fields. 9. Accessibility for maintenance equipment & water if irrigation is needed. Kings Cops County Primary School, Southampton.

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Secondary School: Timetabled teaching area

Prepared by Dr. Hazem Abu-Orf, University of Palestine International Secondary School: Timetabled non-teaching area