SYNOPSIS

THE PLACE OF KNOWLEDGE (Child Friendly School design)

A ROOF FOR ALL, TO PURSUE REST UNDER THE SHADE OF EDUCATION

ABSTRACT
Public education is one of the central tasks of a democratic society, and the buildings
that house this important task not only shape the way we teach, but provide icons and
symbols for the values we hold common as a society. Perhaps unsurprisingly, this context
has placed school buildings squarely in a positon of debate and innovation since out nation
began, and school buildings continue to be the subject of careful study and debate today.
INTRODUCTION
Schools are influenced by political and social movements, new technologies and
trends, the growing awareness of what makes us learn better and thus out notions (designs)
of what makes a great school are constantly shifting and adapting to new ideas.
A brief history of the past century and a half of school design, focusing particularly on
the systems that made our schools liveable and conducive to learning: lighting, cooling,
ventilation, and acoustics.
School building should be simple, dignified and plain and should be built of the most
enduring materials procurable; first, because this contributes to safety, permanence and
endurance.
KEY WORDS
Design of Modern school, design considerations are Accessibility, Aesthetics,
Cost effective, Functional, Historic Preservation.
AIM
Secondary schools should be comfortable visually, acoustically and they should have
excellent indoor air quality; and they should be safe and secure. These buildings should
also be good environment citizens as they are teaching tools in and of themselves. And
finally, schools need to be cost effective.
OBJECTIVE

The main aim of the project is to understand and design interiors of Secondary
school.
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 hare stimulated by light, colour, the scale of their
surroundings, even the navigational aspects of their school.
Secondary schools can be designed in a variety of sizes, configurations, and layouts
depending on the school district and the program.
Design spaces to meet the specific needs of students, teachers, and administrative
staff with disabilities
Designs for future flexibility, which enables spaces to be easily modified.
Regardless of the schools configuration, children need a healthful and stimulating
environment in which to learn.

Design for diffuse, uniform daylight throughout classrooms.

Provide an interior environment that is visually comfortable and stimulating by
integrating natural and artificial lighting, eliminating glare, and incorporating colours
that stimulate or soothe, depending on the space function.
Apply cost-effective principals in the planning, design, construction, and operation of
school facilities.
Secondary schools should be comfortable visually, acoustically, and they should be
safe and secure.

NEED OF STUDY
Design space to meet the specific needs of students and teachers with disabilities.
The importance of the physical appearance of a public school should not be minimized. A
school building that is attractive and responds to and is consistent with the design and
context of the neighbourhood, builds a sense of pride and ownership among students,
teachers, and the community.
Secondary schools can be designed in a variety of sizes, configurations, and layouts
depending on the school district and the program. Students are becoming more
independent, experimental, and temperamental. Where instruction occurs for the most
part in one classroom without sacrificing safety and security. Schools also require space
for lockers, since labs, art studios, industrial arts, choral and band, and other programs.
Design spaces to meet the specific needs of students, teachers, and administrative
staff with debilities.
SCOPE
Design scope for the interiors of the secondary school include
Accessibility

With an emphasis on interior finishes, detailing and methods, space planning, lighting
design and material selection (National Building Code Part 3 and 4).
Design spaces to meet the specific needs of students and teachers with disabilities

Aesthetics

Bring the community into the planning process through an integrated design process.
Provide an interior environment that is visually comfortable and stimulating by
providing ample natural light and incorporating colours that stimulate or soothe,
depending on the function.
Design for diffuse, uniform daylight throughout classrooms.
Avoid glare and direct-beam sunlight.

Cost-effective
Consider the recyclability of materials.
Specify materials and products that are easy to maintain (balance this with the
impact on childrens health and the environment).
Functional

Cluster classrooms around common areas.

Connect spaces visually with colours and patterns.
Provide platform spaces for gathering, sitting, and preseting and alcoves for reading
and studying.
Provide a home base for each student and teacher.

Historic Preservation

Structural Integrity
Community access
Building orientation solar access
Aesthetics

Predictive

Make daylighting a priority, especially in classrooms. Daylight is the controlled

admission of natural light into a space.
Use natural ventilation when possible.

Secure or Safe

Providing safe schools should be a high priority

Maximum visual access to corridors and school grounds
Use durable, non-toxic building materials
Accommodate safe egress from the building in case of emergency.

From our discussion we can conclude some of the most important and basic
requirements in a secondary school
Fundamental space types for secondary schools includes, but are not limited to:

Administrative Offices
Auditorium / performing arts
Art Facilities
Cafeteria
Classroom
Common areas/ courtyards
Lobby
Media Centre
Multipurpose rooms
Music education
Restrooms
Science facilities

LIMITATION

The project is limited to designing a Administrative Office, Cafeteria, Restrooms,

Auditorium, 2 class rooms of a School.

The project is limited to interior designing with emphasis on pupil psychology where
detailed school services Electrical Layout, Plumbing, HVAC, and areas like sports
area, health services, and common areas are not included.