Building Quality Standards Handbook

Building Quality Standards Handbook
October 2008
Infrastructure Division Department of Education and Early Childhood Development Building Better Learning Environments
Department of Education and Early Childhood Development Table of Contents
TABLE OF CONTENTS
1. 2. INTRODUCTION PLANNING
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 Introduction Departmental Planning Process Space and Area Ecologically Sustainable Development Relationships Accommodation Economy Technology Security and Safety Image and Aesthetics Construction Energy Planning Process Acoustics
1 3
3 3 6 6 6 8 9 10 11 12 12 12 13
3.
SUBSTRUCTURE, SUPERSTRUCTURE, FINISHES & FITTINGS

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 Introduction Substructure Superstructure Roof External Walls External Windows External Doors Ceiling Heights Internal Walls Internal Screens and Borrowed Light Internal Doors Finishes 3.12.1 Wall Finishes 3.12.2 Floor Finishes 3.12.3 Ceiling Finishes 3.12.4 Paint Acoustics 3.13.1 General 3.13.2 Sound Insulation BETWEEN Spaces 3.13.3 Acoustic Performance WITHIN Spaces 3.13.4 External Noise Control 3.13.5 Rain Noise
15
15 15 16 16 18 19 21 22 22 23 23 23 23 24 26 27 28 28 28 31 32 33
3.13
4.
INTERNAL SERVICES
4.1 4.2 Introduction Sanitary Fixtures 4.2.1 General 4.2.2 WC Suites
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34 34 34 34
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4.3
4.4
4.5
4.6
4.7
4.2.3 Urinals 4.2.4 Basins 4.2.5 General Purpose Sinks 4.2.6 General Purpose Tubs and Troughs 4.2.7 Showers 4.2.8 Cleaners Sinks 4.2.9 Boiling Water Units 4.2.10 Drinking Troughs 4.2.11 Ablution Troughs 4.2.12 Floor Waste Gullies (FWG) 4.2.13 Tundishes 4.2.14 Clay and Ablution Troughs 4.2.15 Potting Troughs 4.2.16 Laboratory Sinks 4.2.17 Safety Sprays 4.2.18 Fume Cupboards 4.2.19 Photographic Troughs 4.2.20 Frame Baths 4.2.21 Drip Trough and Racks 4.2.22 Hand Driers 4.2.23 Facilities for Disabled Sanitary Plumbing 4.3.1 Pipe Work 4.3.2 Trade Waste Application 4.3.3 Treatment Apparatus 4.3.4 Trade Waste Operation Documentation Water Supply 4.4.1 General 4.4.2 Pipe Work, Valves and Fittings 4.4.3 Tapware 4.4.4 Hot Water Units 4.4.5 Other Issues Gas Services 4.5.1 General 4.5.2 Tariffs 4.5.3 Meters 4.5.4 Relocatable Buildings 4.5.5 Pipe Work 4.5.6 Emergency Isolation Valves 4.5.7 Outlets 4.5.8 Gas Booster Space Heating 4.6.1 General 4.6.2 Centralised Plant versus Individual Units 4.6.3 Primary Schools 4.6.4 Secondary Colleges 4.6.5 Heating System Controls 4.6.6 Plant Rooms Ventilation 4.7.1 General 4.7.2 Natural Ventilation 4.7.3 Toilet and Change Room Exhaust System 4.7.4 Commercial Kitchen Exhaust Systems 4.7.5 Kiln Exhaust Systems 4.7.6 Exhaust Fans 4.7.7 Ceiling Fans
34 35 35 35 35 36 36 36 36 36 37 37 37 37 37 37 37 37 38 38 38 38 38 38 38 39 39 39 39 40 40 41 42 42 42 42 42 43 43 43 43 43 43 48 48 49 49 49 49 50 50 50 51 51 51 52
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4.8
4.9
4.10
4.11
4.12 4.13
Cooling 4.8.1 General 4.8.2 Evaporative Cooling 4.8.3 Airconditioning Room and Packaged Plant Fire Protection 4.9.1 Fire Hydrants 4.9.2 Fire Hose Reels and Extinguishers 4.9.3 Smoke and Fire Doors 4.9.4 Smoke Detectors and Sound Alarms 4.9.5 Emergency Signs and Lighting 4.9.6 Maintenance Log Books Electrical Lighting and Power 4.10.1 Design 4.10.2 Supply 4.10.3 Main Switchboard 4.10.4 Distribution Switchboards 4.10.5 Wiring 4.10.6 Power and Special Connections 4.10.7 Artificial Lighting Special Services 4.11.1 Fume Cupboards 4.11.2 Compressed Air 4.11.3 Reticulated Gas Services 4.11.4 Dust Extraction System 4.11.5 Lightning Protection Centralised Energy Systems Storage
52 52 55 56 56 57 57 57 57 57 57 57 58 59 59 60 60 60 61 65 66 67 68 69 70 70 70
5.
EXTERNAL SERVICES
5.1 5.2 Introduction External Stormwater Drainage 5.2.1 General 5.2.2 Pipe Work and Structures 5.2.3 Other Issues External Sewer Drainage 5.3.1 Pipe Work and Structures 5.3.2 Other Issues External Water Supply 5.4.1 Pipe Work, Valves and Fittings 5.4.2 Backflow Prevention 5.4.3 Irrigation Systems 5.4.4 Other Issues External Gas 5.5.1 Natural Gas Meters 5.5.2 LP Gas Storage 5.5.3 Pipe Work 5.5.4 Gas Booster External Fire Protection 5.6.1 General 5.6.2 Fire Hydrants 5.6.3 Pipe Work, Valves and Fittings 5.6.4 Other Issues External Electric Light and Power 5.7.1 General Power 5.7.2 Security and Access Lighting
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71 71 71 72 72 72 72 73 73 73 73 74 74 74 74 74 74 74 75 75 75 75 75 75 75 76
5.3
5.4
5.5
5.6
5.7
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5.7.3
Underground Services
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6.
COMMUNICATION SERVICES
6.1 6.2 6.3 6.4 6.5 Introduction ICT Architecture Budget Minimum Requirements Consultation and Communications Standards 6.5.1 New School Designs 6.5.2 Communications Standards Cabling for Communication Services 6.6.1 General 6.6.2 Location of Communications Room 6.6.3 CD (Campus Distributor) and BD (Building Distributor) Cabinets or Areas 6.6.4 Horizontal Communication Cables within Buildings 6.6.5 Cabling Options 6.6.6 Recommended Horizontal Cabling Quantities 6.6.7 Fibre-Optic Backbone Cabling 6.6.8 Copper Backbone Cabling Conduit Between Buildings 6.7.1 Conduits Between Multi-campus Sites Active Equipment External Communication 6.9.1 Telecommunications Carrier Connection 6.9.2 Telstra TCS GWIP 6.9.3 Telstra TCS BDSL 6.9.4 TCS Equipment Dimensions Voice Services 6.10.1 Analogue Telephone Systems 6.10.2 Handsets 6.10.3 Multi-campus Situations 6.10.4 System Expandability 6.10.5 VoIP Intruder Detection System Public Address System Clock-Bell Services Library Automation Services As-built Documentation Customer Acceptance Cabling Provider Rules Licence 6.17.1 ACA Accredited Industry Registrars 6.17.2 Registration Card Example Classroom Layout Typical Cabinet Layouts
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78 78 79 80 81 81 81 82 82 82 83 84 85 85 86 86 87 87 88 88 89 89 89 90 90 90 91 92 92 92 93 93 94 94 94 95 95 96 96 97 98
6.6
6.7 6.8 6.9
6.10
6.11 6.12 6.13 6.14 6.15 6.16 6.17
6.18 6.19
7.
SITE WORKS
7.1 7.2 Introduction Roads, Footpaths and Hard courts 7.2.1 Vehicle Access Roads 7.2.2 Parking Areas 7.2.3 Waste Disposal 7.2.4 Pedestrian Paths 7.2.5 Hard courts and Paved Areas
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100 101 101 102 102 103 103
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7.3 7.4 7.5
7.6 7.7
7.8
Playground Equipment Fencing Landscaping 7.5.1 Sports Playing Field 7.5.2 Irrigation Systems 7.5.3 General Grassed Area 7.5.4 Garden Beds 7.5.5 Shade Areas Covered Ways Improvements (new schools) 7.7.1 Seating 7.7.2 Litter Bins 7.7.3 Flagpole 7.7.4 External Signage Planting Guidelines 7.8.1 General Hints 7.8.2 Particular Plants
104 105 105 105 105 105 106 106 107 108 108 108 108 108 108 108 109
8.
SPECIAL FACTORS
8.1 8.2 8.3 Introduction Process Common Special Factors 8.3.1 Existing Site Conditions 8.3.2 Climatic Conditions 8.3.3 Existing Conditions Impacting on Building Design 8.3.4 Access and Servicing 8.3.5 Multi-Storey or Higher than Normal Buildings Items Not Generally Considered Special Factors
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113 113 113 113 114 114 114 115 115
8.4
9.
WORKPLACE HEALTH AND SAFETY

9.1 9.2 9.3 Hazardous Materials and Conditions Asbestos Copper-Chrome-Arsenate (CCA) Treated Timber
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116 116 117
APPENDIX 1 BUILDING ELEMENTS APPENDIX 2 TECHNICAL DATA SHEETS & STANDARD DRAWINGS APPENDIX 3 POSTCODE AREAS Within NatHERS ZONES Glossary of Acronyms and Abbreviations
118 135 161 163
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Department of Education and Early Childhood Development Introduction
1.
INTRODUCTION
The Building Quality Standards Handbook (BQSH) sets the minimum quality criteria for all Department of Education and Early Childhood Development (DEECD) projects, including new construction and refurbishment. It has been developed to provide a consistent approach to the development of school facilities across Victoria. The Handbook is used by the Departments regional offices and program manager, schools, principal consultants and builders indeed, all who participate in the development of capital works and maintenance projects. It aims to provide facilities planners with the hindsight and experience accrued in completing projects to required standards and budget. While the Handbook describes the standard elements of a building project, it is not prescriptive in its approach, and facilities planners are encouraged to exercise their creativity within available budgets and the minimum benchmarks outlined. Similarly, materials and building practices detailed are not exhaustive. Those not covered in this document, however, should be assessed in relation to those included. An alternative material or building practice should only be considered if it provides, without compromise, a more cost-effective solution. The State Governments Building Futures policy was launched in July 2006. The policy guides investment in Victorian school facilities and infrastructure to ensure that expenditure generates significant gains in educational achievement. The Building Futures framework incorporates six stages: project identification; educational rationale; feasibility study; prioritisation and approval; implementation; and evaluation. Progression through the first three stages is based on project applications meeting the five assessment criteria listed in the policy document (refer http://www.eduweb.vic.gov.au/edulibrary/public/assetman/bf/BFoverviewpolicyprocess.pdf). Further to the requirements of the Department of Education and Early Childhood Development, users of the Handbook should also be aware of the Victorian Industry Participation Policy (VIPP). The VIPP aims to boost local employment and business growth by expanding market opportunities for Victorian companies. Through procurement and industry assistance activities, the VIPP encourages contractors to consider Victorian suppliers and content options where these deliver the best value for money. For regional Victoria, the policy applies to expenditure of $1 million or more ($3 million in metropolitan areas) and ensures that bidders for Government work genuinely attempt to maximise local content. Bidders are required to submit a VIPP statement outlining:
the level of local content; the number of new jobs created, and possible skills and technology transfer generated by the project.
For projects of over $50 million (over $5 million in regional areas) only, short-listed tenderers (or, where there is no short-listing, such tenderers as determined by the procurement team) are required to submit a VIPP implementation plan that identifies how companies intend to meet the targets contained in their VIPP statements. For further information regarding the VIPP, contact the Department of State and Regional Development on 13 22 15. The sections in this Handbook are arranged according to the standard elements of a building project. Reference should be made to the elements described in Appendix 1. A Planning section is also included at the beginning of the document, outlining the rationale underscoring facilities provision.
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Department of Education and Early Childhood Development Introduction
Under Section 2.2, the Departments capital planning process is briefly outlined to cover such items as selecting an architect, masterplanning, schematic design, and design development. Section 8 Special Factors details the circumstances giving rise to budget increases in an otherwise standard building project. In particular, Section 6 Communication Services has been substantially amended by the Departments Information Technology Division (ITD). The Building Quality Standards Handbook is updated regularly to reflect change and promote the latest best practice. This version revises the October 2003 edition. A Note on Ecologically Sustainable Design (ESD) In matters related to ecologically sustainable planning and energy management, building practitioners and users of this Handbook are advised to consult the Departments soon-to-be-finalised Ecologically Sustainable Development (ESD) Guidelines. These guidelines will establish a common language and methodology for incorporating ESD into the design of Victorian schools. They will place ESD outcomes for DEECD projects within a context of national best-practice, and will be linked to the Green Star Education Tool developed by the Green Building Council Australia. The Guidelines will also establish performance measures for energy and water usage as well as waste disposal. [NB: Principal consultants and project architects will be notified when the guidelines are released.) In addition to the Green Building Council Australia (http://www.gbcaus.org/) and associated Building Commission weblink (http://www.buildingcommission.com.au/www/html/630-greenbuilding-council-of-australia.asp, users of this Handbook are advised to consult the Sustainability Victoria website: http://www.seav.sustainability.vic.gov.au. Further to the DEECDs own School Infrastructure website (http://www.education.vic.gov.au/management/infrastructure/default.htm), users are also referred to the Departments Emergency & Security Management website (http://www.sofweb.vic.edu.au/emerg/) for advice in relation to security and crime-preventative design strategies. This Handbook is a guide only and all work is to be undertaken in accordance with relevant building and safety regulations, codes and standards. In particular, every effort has been made to ensure that it complies with the Building Code of Australia (BCA) and applicable Australian Standards. An electronic version of the Handbook is available on the Infrastructure Division website under Key Documents (https://www.eduweb.vic.gov.au/infrastru/key/key.htm) as well as the Environmental Issues webpage: http://www.education.vic.gov.au/management/infrastructure/environment.htm.
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Department of Education and Early Childhood Development Section 2 Planning
2.
2.1
PLANNING
Introduction
Planning for new school facilities involves a range of inputs including Departmental facility schedules, design imagination, local knowledge and community aspirations. It is essential that the resulting facilities address both today and tomorrows educational programs as well as flexibility, energy efficiency and low maintenance requirements. All design, materials and construction practice shall comply with the latest version of the Building Code of Australia and relevant Australian Standards. The Dangerous Goods (Storage and Handling) Regulations 1989 require the design of laboratories to be in accordance with Australian Standard AS 2982 Laboratory Construction. Workplace health and safety (especially in relation to hazardous materials and asbestos) are also crucial considerations.
2.2
Departmental Planning Process
Whether a new school is being built or existing facilities modernised, a school upgrade plan forms the basis of facilities improvement and requires consideration of the following.
Building Futures Firstly, schools are highlighted for inclusion in the Departmental planning process through the Building Futures program. This incorporates six stages: (1) project identification; (2) educational rationale; (3) feasibility study; (4) prioritisation and approval; (5) implementation; and (6) evaluation. The first four of these stages are integral to the planning process. Schools enter the Building Futures process by being nominated through their Departmental regional office. Nomination to stage one results from a schools involvement in regional planning activities such as provision planning (consideration of enrolment trends, demographic data, new school requirements, school regeneration, etc), an identification of need via School Accountability and Improvement Framework performance data, information received from principals and Regional Facilities Managers regarding current building conditions, and the capacity of schools to effectively meet contemporary teaching and learning needs. Project identification focuses on need and the degree of urgency of nominated schools to address facility issues impacting on student outcomes. Nominated schools attend regional office meetings and receive information detailing requirements. (Note: nomination to enter stage one of the Building Futures process does not represent a commitment to future capital funding.) Detailed guidance and support materials pertaining to Building Futures is available at www.education.vic.gov.au/buildingfutures/.
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The Educational Rationale The educational rationale is produced by the school and, from this, the architect will develop a design solution. Matters to address include:
an indication of how the proposal will support the Governments goals and targets, and
identify improved learning outcomes;

an outline of the individual schools educational philosophy and curriculum program in
relation to the Departments Curriculum Standards Framework II (CSF II), the Victorian Certificate of Education (VCE) and the Governments goals and targets;
a determination of the facilities mix (within current space entitlements) which accommodates
the schools educational specification and ensures that facilities provided will enable CSF II and VCE requirements to be met;
an indication of the relationships that should exist between various facilities to support the
operation of the school; and

an indication of the requirements of the schools e-learning plan.
Selecting an Architect A school council, in conjunction with the Departments project facilitator, will:
nominate one of three architects provided by the Department from its Principal Consultants
Register to develop project documentation;

enter into a School Council Consultant Agreement with the nominated architect following
endorsement by the Infrastructure Division; and

provide the architect with a Department-approved project brief and budget.
Developing a Masterplan Solution The architect will then proceed to masterplanning, the components of which include:
conceptual plans setting out basic ideas and project solutions; a range of masterplan options; a preferred option, including area analysis and proposed stages of development where
appropriate;
preparation of the final masterplan, taking into consideration existing facilities and cost
effectiveness; and
review by the Departments Infrastructure Division and Program Manager through a Project
Review and Evaluation Panel (PREP). While masterplans permit schools and the Department to identify priorities in relation to new construction and modernisation projects, their completion and approval facilitates detailed planning in the lead up to eventual construction. The various stages in this preparation include schematic design, design development and the completion of tender documentation.
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Schematic Design The architect prepares a schematic design for the identified stage from the approved masterplan, including Cost Plan B. The schematic design includes:
the facilities brief for the identified stage, the proposed relationship between buildings on
site, and pedestrian and staff vehicular access;

plans, elevations and sections of buildings as well as documentation supportive of the design
proposed; service easements and landscaping concepts, and axonometric sketches;

statements of efficiency with respect to energy usage, architectural design, services and
engineering design;
security recommendations provided by the Departments Emergency and Security
Management Unit; and

local government and utilities compliances, cost plan summaries and comparison with an
approved budget. The schematic design is then reviewed by the Departments Project Review and Evaluation Panel (PREP) before proceeding to the next stage: design development.
Design Development Following PREP endorsement, the architect will then prepare a design development report, including Cost Plan C. Design development further details the proposed solution, including identification, justification and costing of any special factors associated with project implementation. It also includes a schedule of materials and finishes, a life-cycle cost analysis, building surveyors report, rectification of issues identified at the schematic design PREP meeting, and the preparation of Cost Plan C. The design development, including Cost Plan C, is submitted to PREP to ensure that project plans meet building quality standards, the required facilities mix and budget. Once endorsed, the design and Cost Plan C form the basis of the Departments budget submission for that project. A special factor to be considered relates to the presence of hazardous materials within school buildings. All schools have been subject to an audit of asbestos and polychlorinated biphenyls (PCBs), and have received reports detailing the location of any of these within the school. The asbestos audit often identifies the presence of other hazardous materials, including synthetic mineral fibres (SMFs). Architects will need to ensure that tender documentation identifies the removal of all known hazardous materials within areas where upgrade is to occur. As part of a major capital project, the architect must ensure the removal of all PCBs throughout the entire site, not just those buildings included in the construction project. Tender Documentation Having completed both schematic design and design development to the satisfaction of the Department, the architect prepares all the necessary project tender documentation, including Cost Plans C and D to enable the project to be considered for inclusion in the Departments capital works budget submission.
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2.3
Space and Area
Space and area entitlements for school facilities are broadly defined within schedules set out in the Key Documents section of the Infrastructure Division website (https://www.eduweb.vic.gov.au/infrastru/key/key.htm). These schedules are used when planning a new school or when upgrading existing schools. The schedules detail a standard but they also offer flexibility within budgets provided. Given the adequate accommodation of core curriculum needs and student numbers, spaces can be arranged and modified to suit the particular profile of a school. School councils should be encouraged to develop a reuse and recycling strategy. Designs should consider providing an area in each block where recyclable materials (glass, paper, etc.) can be stored before their removal to the schools central recycling area.
2.4
Ecologically Sustainable Development
In matters related to ecologically sustainable planning and energy management, building practitioners and users of this Handbook are advised to consult the Departments soon-to-be-released Ecologically Sustainable Development (ESD) Guidelines. These establish a common language and methodology for incorporating ESD into the design of Victorian schools. They place ESD outcomes for DEECD projects within a context of national best-practice, and are linked to the Green Star Education Tool developed by the Green Building Council of Australia. The Guidelines also establish performance measures for energy and water usage as well as waste disposal. In addition to the Green Building Council of Australia (http://www.gbcaus.org/) and associated Building Commission weblink (http://www.buildingcommission.com.au/www/html/630-greenbuilding-council-of-australia.asp, practitioners and consultants are advised to consult Sustainability Victoria (http://www.seav.sustainability.vic.gov.au),).
2.5
Relationships
Successful space planning pursues an efficient combination of teacher resources and organisation, student grouping and teaching/learning methods. A range of issues need to be considered in achieving this, such as:
the relationship between activities and their compatibility and flexibility, including
: : : : : : : :
separation of noisy and quiet areas position of multi-purpose/physical education facilities to oval, hard court and car park position of administration to car park and main school entry central location of toilet blocks; junior/middle/senior school organisation general purpose/specialist facilities departments/faculties indoor and outdoor learning spaces; 6
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the relationship between subsections of the school, including
the relationship between buildings and the site, including
: : : : : : : : : : : : : : : : : : : : :
buildings and open space slope and contours services signposting pedestrian and vehicle movement deliveries efficient removal of recyclables and waste emergency access dental van provision (if required); vegetation flood levels soil conditions climate/microclimate (design should be compact to minimise external travel in areas of high exposure) neighbouring properties solar access capture and use of rainwater; student and visitor access community use out of hours pedestrian access out of hours car park access out of hours; the avoidance of waste and reuse/recycling of unavoidable waste; and
the relationship between the school and the environment, including
the relationship between the school and its community, including
the relationship between design and materials efficiency, including
the relationship between design and energy efficiency, including
Orientation A prime consideration should be the placing of all buildings with their long axis in the east/west direction in order to maximise north facing facades and minimise east/west facing facades (this must be addressed in the Masterplan and Schematic Design reports). To further reduce the problem of overheating in summer, window design should incorporate adequate shading (refer to Section 3.6 External Windows).
Site planning for wind filtration and ventilation Consider the use of double doors as airlocks and placing entry/exit doors in buildings on the east side to minimise infiltration in winter and summer. When planning for single sided or cross natural ventilation for use in summer, consider openings on the south face or from shaded/sheltered areas to avail of the cooler air. Ventilation openings should be onto areas that are as dust free as possible. Consideration should be given to prevailing weather and seasonal climate to limit the entry of such conditions as hot northerly winds.
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Surface area of buildings Consider reducing the external surface area of buildings by joining spaces together. Consider reducing the area of windows to a point where they can still perform the functions of providing daylight, view and connection to the outside.
Overshadowing Ensure that the north facade of a proposed building is not overshadowed by other buildings to the north by setting it back (south) at a distance that is twice the height of the obstruction. Ensure the proposed building does not overshadow any existing building to the south by placing buildings twice their height north of any existing building.
Daylight The layout of buildings should not preclude the use of daylight. It should be noted, however, that daylight suitable for desk work will only penetrate about three metres into a building via the windows. Consider the use of shaded skylights or clerestories to provide additional daylight. The size and orientation of skylights and clerestory windows, however, should be carefully considered so as to limit overheating or glare. All skylights and clerestory windows should be shaded from direct summer sun. The use of daylight (and minimisation of artificial lighting) must be addressed in the Schematic Design report.
Zoning Provide doors or airlocks to separate areas that are heated/cooled from areas that are not heated/cooled. Provide doors to isolate two-storey spaces (such as stairs) from heated/cooled spaces. Zoned areas possess a thermal advantage over open plan inasmuch as heating and cooling systems need only operate in areas that are occupied. Zoning must be addressed in the Masterplan report.
Landscaping Deciduous trees to the north (or evergreens set back a distance twice their height), and evergreens to the east and west can block summer morning and evening sun if external blinds are not provided. The maintenance costs of deciduous trees should be considered.
Shelter Outside areas should be sheltered, where possible, from winter and summer winds, and shaded from the sun from September to April (Terms 1 and 4). These considerations must be addressed in the Masterplan report.
2.6
Accommodation
Accommodation provided should comply with facility schedules and available budgets. In achieving this, planners should consider the following matters.
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The scale of buildings and fittings should take into account the main user. This is particularly so for primary schools. Access and egress should:
be easily defined and located; be on a single level; be at least to standards specified in AS 1428 for disabled access and AS 2890 for disabled car
parking; and
enable disabled access to all facilities.
The provision of display boards and display spaces is particularly important in primary schools. Storage spaces should be directly accessible from activity spaces. The sharing of storage between spaces may also enable the creation of larger, more useful spaces. When designing storage areas, the Occupational Health and Safety (Manual Handling) Regulations and Occupational Health and Safety (Prevention of Falls) Regulations must be taken into consideration. This is particularly important in designing archive storage areas where preference should be given to small size archive boxes. Flexibility should be a key factor in design solutions. Buildings need to offer schools flexible options for daily use as well as an opportunity for simple refurbishment or remodelling as future needs change. Options to consider include activity areas grouped or separated with operable walls (or other moveable partitioning) as well as the use of light and mobile furniture. Equipment and fittings should be located in a manner that ensures safe use and circulation. External areas should reflect the activities of adjoining buildings.
2.7
Economy
Building and site development should incorporate both economic and cost-effective construction as well as operational and maintenance considerations. Factors include:
appropriate internal volumes that reflect purpose and the scale of user; robust and durable materials and finishes; structure, including the
: : : : : : : : :
provision of regular building shapes provision of simple roof forms that promote effective drainage consideration of two storey buildings only when site constraints make single storey buildings less cost effective grouping of areas, particularly those that require mechanical services grouping of buildings to minimise circulation requirements keeping of circulation space within scheduled allowances placement of structures on site in close proximity to services use of cost-effective structural solutions to site constraints; buildings are positioned in close proximity to services and site access points 9
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location on site so that
site conditions (including soil, rock, vegetation and contours) are considered, with buildings situated to minimise cost penalties associated with slope or rock and to maximise the use of features such as existing vegetation;
consideration of a landscaping component in the total design strategy; planning to allow for the potential staging of works and in such a way that the duplication or
redundancy of facilities and services provided in earlier stages is avoided;

siting relocatables with consideration for their integration among other facilities and/or
future removal;
siting relocatables with their windows facing north and south; planning of consecutive stages (of new secondary colleges) adjacent to one another for ease
of access (i.e. less external travel) and the minimisation of open spaces which require landscaping but may form construction areas in future stages;
keeping toilet allocations for new primary schools to no more than two blocks, thereby
facilitating an efficient use of area;

designing for waste minimisation by taking into account standard material sizes, specifying
prefabricated products and using modular components (these measures can help reduce the amount of waste generated during the building phase and thereby reduce purchasing, handling and disposal costs); and
designing for operational waste efficiency (i.e. those wastes generated once the facility is in
use) and providing space/facilities to address the proper collection and disposal of food waste, beverage containers, paper, cardboard and other packaging materials, etc.
2.8
Technology
School buildings should, where possible and appropriate, promote the use of modern materials and facilitate the use of current and future technology. Among the things to consider:
cabling must be installed with a view to future flexibility (Refer to Section 6 Communication Services); cabling and equipment must reflect current standards but have the capacity for change or
expansion in future services;

services should promote ease of connection and disconnection; loose furniture may be preferable to built-in furniture; design should consider the use of solar energy where appropriate and cost effective; design should consider solar hot-water (schools are currently eligible for Victorian
Government grants that help reduce the cost of solar hot-water installation);
control technology should be included where centralised heating and domestic hot-water
plant are specified;

timers/sensors should be installed where artificial lighting is used;
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heating controls should allow zoning, individual control and auto shutdown; sustainable products should be used where both appropriate and cost-effective, including
those materials and products made with recycled content and recyclable at end-o-life (this needs to be addressed in the Design Development report); and
design must consider the suitability of solar hot-water where cost effective (this must be
addressed in the Design Development report).
2.9
Security and Safety
Schools must provide a safe and secure environment for students and staff. In achieving this, designers will comply with the Building Code of Australia but, in doing so, may consider:
logical street access directing visitors to administration facilities and permitting the
supervision of entries;
designing in a manner and with a provision of finishes that discourage wilful damage; avoiding nooks and crannies; providing night lighting/sensors at access points; lighting to cover after hours usage; compartmentalising facilities for out-of-hours use; fitment design ensuring smooth corners and appropriate location ventilation; window placements and glass, ensuring compliance with the Building Code of Australia and
avoiding the placement of operable windows in traffic areas;

minimising roof access; on-site traffic management; avoiding differences of level across the site; providing non slip surfaces in internal and external circulation areas; asthma and allergy minimisation; well placed external PA speakers; stretcher access to first-aid locations; design which promotes good supervision of all areas by teachers; safe access to toilets during classroom hours, lunch and recess times, and out-of-hours; and safe access to car parks out-of-hours.
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Useful security hints and practical advice can be obtained from the DEECDs Emergency & Security Management website (http://www.sofweb.vic.edu.au/emerg/). A brochure titled Fire and Arson Prevention can be downloaded from: http://www.sofweb.vic.edu.au/facility/docResearch/keyDocs.htm
2.10 Image and Aesthetics

Design should take into account the role of the school in its community. Features should include:
an obvious point of entry and address; appropriate scale to suit users; avoidance of extreme architectural features as solutions; sign posting and organisation to promote ease of access and movement within; appropriate use of colour schemes; and acknowledgement of surrounds and community.
2.11 Construction
Planning needs to allow for a staged implementation of works within a single project. Stages should reflect available funding as well as the need to enable schools to continue operating without undue disruption to the learning environment. Service provision in the initial stage should provide for total development requirements.
2.12 Energy Planning Process

Energy should be considered at the masterplanning stage or before. It should not be left until the schematic design stage or later. Energy planning should involve all parties associated with the development of a school. It is not just an electrical or mechanical issue. If school design is good, an assumed dependence on components such as airconditioning is not automatic. Beware of standard solutions. Energy Engineer It is recommended that an energy engineer be engaged as part of the design team to provide specialised energy advice and design assessments. Energy Audit Undertake an energy audit of existing premises, if appropriate, to establish existing energy use patterns which can then be addressed in new design. Sustainability Victoria (http://www.seav.sustainability.vic.gov.au) offers advice and assistance, and can be contacted on tel:
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1300 363 744, fax: (03) 9655 3255, and email: advice@seav.vic.gov.au. (The energy audit must be addressed in the Masterplan report.) Energy Design Process Incorporate into the existing design process the following steps: hold a project meeting with all stakeholders to agree to goals, budgets, and energy and financial measurement methods; review energy performance whenever cost plan is reviewed; treat mechanical and electrical design and building fabric design as one exercise. Computer Modelling Consider using computer modelling to determine the effectiveness of or the adjustments necessary to daylight and natural ventilation systems. Testing and Commissioning Energy efficient equipment should be specified. Where appropriate, testing and commissioning should confirm this performance. Testing and commissioning should include the handover of accurate and detailed building and systems records and operations directions. Such documentation should not only set out details of the installation and its energy-efficient operation but clearly record all design assumptions and capacities in order to facilitate future modifications and building adjustment. Maintenance Strategy School councils should be provided with a ten-year maintenance strategy for all plant and equipment. The maintenance strategy should include a fine tuning of plant to the buildings actual occupancy and operation. It should also demonstrate how maintenance will be provided. For outsourced maintenance, some degree of energy performance outcome should be built into the contract. A meeting should be held with school staff, the consultant and the mechanical and electrical contractors to hand over the maintenance documents and walk through the project, explaining any required actions. Office Equipment Office equipment can consume up to 10% of the total energy used in a building. Equipment should be selected with a low energy rating sufficient to perform the task required.
2.13 Acoustics
Designers should ensure that the acoustic performance of the building is satisfactory by considering the following issues:
sound insulation between spaces; and
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room acoustics within spaces.
These issues can be addressed by considering:

the construction of internal walls that divide spaces; the surface treatments of walls, floors and ceilings; the treatment of air ducts that connect spaces; and noise generation within the space.
Problems that have been encountered in schools include sound transmission through dividing walls, sound transmission via corridors, sound transmission through ducts, internal room acoustics, rain noise and noise from plumbing fixtures and services. Recommendations to overcome these issues are discussed in Section 3.13.
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Department of Education and Early Childhood Development Section 3 - Substructure, Superstructure, Finishes and Fittings
3.
SUBSTRUCTURE, SUPERSTRUCTURE, FINISHES & FITTINGS

Introduction
3.1
In choosing a design solution for new schools and refurbishment projects, the DEECD helps architects and school planning committees select from a variety of building systems consistent with good architectural and engineering practice, durability and value for money. The DEECD has developed a considerable body of experience from a range of projects that have been delivered and subsequently evaluated, as well as from the feedback supplied by end users the schools themselves. The purpose of this section is to provide school communities and consultants with the benefit of that experience so that demonstrated examples of best practice can be incorporated into new projects. The following material is arranged according to the standard cost elements of a building project and generally provides details for minimum acceptable standards. The materials and building practices listed are not exhaustive, and any materials not covered in this document should be considered in relation to those included. It is recommended, however, that specified fittings and equipment be sourced, where possible, from Australian suppliers in order to assure replacement parts and facilitate maintenance. These comments do not apply to modular relocatable buildings or unenclosed covered walkways. All design, materials, workmanship, testing and commissioning shall comply with the latest revision of the Building Code of Australia and relevant Australian Standards.
3.2
Substructure
The type of structure best employed is dependent on site conditions. Prior to the commencement of design work, site investigations should be carried out, including:
land surveys to determine slopes and above ground site features; borehole and geotechnical investigations to determine, as best as possible, sub-surface
conditions; and
an examination of past construction records in the area, sourced from local authorities,
schools, etc. This will allow informed decisions to be made with respect to the stability or otherwise of founding material, the suitability of excavated material for engineered and/or bulk fill, estimates of any rock excavation, and the most appropriate substructure. It should be noted that rock excavation is both expensive and time consuming. Consideration should be given to floor and services levels in relation to possible rock. Wherever possible, it is recommended that a concrete slab solution be utilised. In certain circumstances (and depending on the results of geotechnical investigations), it may be appropriate to raise the substructure to minimise rock excavation.
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Floor Insulation Floors should be insulated. Although concrete floors have an inherent insulation value of about R1.5, the 600mm to 1000mm perimeter edge should be provided with insulation. Timber floors should be insulated to an equivalent R1.5 level. Insulation for timber floors can be provided in the form of CFC-free polystyrene boards or foil batts suitable for exterior use and fixed between joists. Provide an air space between the floor boards and the insulation. Sub-floor ventilation should also be minimised but still comply with the Building Code of Australia in order to further minimise heat loss. Timber floors to physical education spaces should not be insulated, but timber floors to multi-purpose spaces in primary schools should be insulated. The insulation of timber floors needs to be addressed in the Schematic Design report.
3.3
Superstructure
The structural system chosen should reflect the building plan and substructure adopted. The structure needs to address future flexibility requirements as well as the need to provide cover and allow construction to continue over the winter period. Market conditions may also influence the final choice of structure since there will be times when it is more cost effective to select either timber or metal framing. All exposed steel columns (and handrails) should be galvanised and not be painted. The structural system should be simple and columns (or points of load) should be located to external wall lines.
3.4
Roof
Simple roof forms are required, with roof guttering outside the line of external walls (i.e. no box gutters). All roofing must be of continuous sheets wherever possible, with a minimum slope of three degrees. Consideration must be given to market place longevity when selecting materials. The design must incorporate a provision enabling any water overflow to escape outside the building. Roofing material is to be surface fixed steel sheeting. The sheeting shall be pre-painted steel on galvalume substrate. Consideration will be given to natural finish steel sheeting where it matches existing materials or must conform with local government requirements or where the principal consultant provides acceptable evidence to support the material choice. Other materials may be used in special circumstances. Each individual application will be assessed on its merits. Consideration should be given to the effects of galvanic corrosion when selecting roofing materials. The use of clip-fixed decking should be minimised. Guttering and downpipes are to be robust and securely fixed. Guttering below 2400mm above ground level in trafficable areas will require fixing of a standard in excess of normal manufacturers requirements. To conform to the roofing, guttering should be pre-painted steel on galv-alume substrate.
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Consideration should also be given to locating downpipes, wherever possible, in protected areas away from heavy student traffic. Downpipes in heavily trafficked areas are required to be of a more robust quality to a minimum height from ground level of 1800mm. This will require the use of materials such as sewer quality PVC pipe or, in more extreme cases, galvanised steel water pipe. Alternatively, standard downpipes in these areas should be appropriately sleeved to a height of 1800mm. Damage Prevention Damage generally occurs to guttering during after hours when vandals either swing from it or use it to access the roof. Stronger fixing will not preclude damage, and guttering is not available in sufficiently heavy gauge to resist damage. It is recommended that the height of guttering from paving or garden areas be a minimum of 2400mm. Consideration should also be given during the planning stage to design solutions which pre-empt or minimise damage to roofing and guttering at low points in the building structure. To reduce damage caused by intruders walking on the roof:
use the thickest available roof sheeting (approximately 0.6 mm); use the preferred sheeting profile of metal deck roofing (stronger than corrugated roofing); decrease the batten spacing to a maximum of 1000mm for metal deck roofing and 600mm for
corrugated roofing; and

increase the roof pitch.
Insulation Provide roof/ceiling insulation according to the table below (postcode areas for NatHERS zones are supplied in Appendix 3):
NatHERS Zone 27 i.e. Mildura Recommended R value R4 (if heating & cooling) NatHERS Zone 20 i.e. Benalla R4 (if heating & cooling) R3 (if heating only) NatHERS Zones 21 & 22 i.e. Melbourne R3 (if heating & cooling) R2.5 (if heating only) NatHERS Zones 24 & 25 i.e. Ballarat R4 (if heating. & cooling) R3.5 (if heating only)
The insulation of walls and roofing must be addressed in the Schematic Design report. Roof Colour Roofs are to be light in colour if appropriate for the surrounding environment. This will help reduce summer overheating. The colour of the roof must be addressed in the Schematic Design report.
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Skylights Where skylights are installed to facilitate the entry of daylight, their area should be approximately 8% of the floor area served, provided they are externally shaded. It is beneficial to the spread of light and reduction of unwanted heat transfer if skylights are sealed with an acrylic/prismatic diffuser. Shade all skylights which illuminate occupied areas. Skylights in heated areas shall be of the non-ventilated type. All skylights should be fitted with safety grills. South facing clerestory windows are preferable to skylights. Where skylights are used, these should be shaded from direct summer sun and fitted with a light diffuser at ceiling level. For unheated areas such as toilets, changing rooms, corridors and vestibules, provide clear sections of roofing or skylights. These should be designed to provide a passive solar benefit. Lighting controls should also be provided so that lights can be switched off. Roof Ventilation Consider roof ventilation above the level of ceiling insulation for summer cooling.
3.5
External Walls
External wall cladding should be chosen from a select range of environmentally friendly materials designed to provide:
long term durability; low maintenance costs; an appropriate level of insulation for acoustic and thermal purposes; aesthetic appeal; and value for money.
Selection of appropriate surface finishes must proceed with a knowledge of the activities to be conducted in the area. Walls must be capable of being easily cleaned and repaired if damaged. External walls should be of masonry, in general, and to a minimum height above ground level of at least 2100mm (door head height). Masonry could be continued to the bottom of the eaves, however lightweight cladding is an acceptable alternative. Other alternatives such as full height lightweight cladding may be considered in certain circumstances, for instance, low traffic areas and areas of low visual impact. Externally, pre-coated surfaces should be used. External painting should be minimised and restricted to secure areas. Any solution recommended by the principal consultant must be cost effective (but not to the extent that future maintenance is compromised) and agreed to by the Departments Project Review and Evaluation Panel (PREP) before implementation.
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Insulation External wall insulation should be provided as described in the table below. Where internal walls face onto breezeways that are open at both ends, they should be treated as external walls. (Postcode areas of all NatHERS zones are supplied in Appendix 3.)
NatHERS Zone 27 i.e. Mildura Recommended R value R2 (if heating & cooling) NatHERS Zone 20 i.e. Benalla R2 (if heating & cooling) R2 (if heating only) NatHERS Zones 21 & 22 i.e. Melbourne R1.5 (if heating & cooling) R1.5 (if heating only) NatHERS Zones 24 & 25 i.e. Ballarat R2 (if heating. & cooling) R2 (if heating only)
Wall Colour and Texture Consideration should be given to the light colouring of external walls to reflect heat, especially along the west facade. Avoid matt colours and heavily textured surfaces.
3.6
External Windows
The selection of windows should focus on standard designs and availability, standard construction techniques, low maintenance and maximum user safety. The materials in high traffic, playground and vandal-prone areas must possess a level of impact resistance (if not protected). Consideration must be given to cleaning costs (i.e. high level glass should be avoided), and all must be properly weatherproofed and provided with protection from climatic influences. Glazing must conform to relevant regulations and Australian Standard. Minimum glass thickness is dependent on location as specified in AS 1288. Enhanced solutions (including thickness, double glazing and tinting) may be appropriate to reduce noise, sun glare, and heat gain and loss. Direct sunlight should not be permitted to penetrate windows during summer and shoulder seasons. Where east- and west-facing windows are necessarily incorporated, the use of high performance glazing should be considered. The principal consultant must qualify the situation when higher window quality is required. The provision of flyscreens is acceptable in food preparation areas only. Design consideration should be given to providing adequate (preferably cross flow) ventilation, and should, wherever possible, provide natural lighting from two opposite sides of an activity area. Windows should be of commercial quality, aluminium framed and with sashes either sliding or double hung. Care must be taken to ensure that the structural stability of the window meets appropriate wind loading and impact resistance levels. While awning windows are not permitted at ground-level traffic areas, highlight awning windows are acceptable where security can be maintained. Operable louvres or awning windows to clerestories also promote good cross ventilation. These should be operated by a remote winder that secures the windows when shut. Otherwise, the use of frameless sliding or louvre windows is not permitted. All double hung windows must have spring balances of an appropriate design.
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Full height glazing is to be avoided wherever possible, particularly in areas where queuing or heavy traffic occurs. Ensure that window sills are located at least 750mm above floor level, ideally 1200mm for thermal efficiency. They are of no passive solar heating or daylighting benefit. Once a window type is chosen, that type is to be carried throughout the design of the entire school. Most hardware for aluminium windows must be of commercial standard. Domestic quality is unacceptable. Window frames are to be light coloured if they are to be positioned in direct sunlight. Sizing of Windows Windows should be oriented so that the majority face north and south, and the amount of east- and west-facing glass is minimised (this must be addressed in the Masterplan report). Window sizing should subscribe to the minimum requirements of the relevant Australian Standard. In their sizing, the aim is to achieve a balance of daylight, view, heat gain and heat loss. Bearing this in mind:
North Windows:
Size north facing windows at 20% of the floor area they serve so that they benefit daylighting and passive solar heating. Size south facing windows to minimise heat loss in winter while ensuring that they provide adequate daylight to rooms all year round. A figure of 10% of the floor area is suggested as a useful starting point for sizing. Minimise east and west facing glass, and make the maximum size of glass 5% percent of floor area they serve. If windows are larger than this, consider movable external blinds to totally cover the window, or fixed vertical fins or egg crate shades.
South Windows:
East and West Windows:
Note: In accordance with F4.2 of the Building Code of Australia, the aggregate light transmitting area should not be less than 10% of a rooms floor area. Shading of Windows Shade north facing windows with appropriate eaves or a fixed shading device comprising a vertical shading angle of at least 56 degrees measured from the window sill. Extend the shading device one metre past each end of the window. On east- and west-facing windows, vertical shading is effective. (The shading of windows must be addressed in the Schematic Design report.)
Sealing of Windows Provide windows with weather seals.
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3.7
External Doors
External doors should possess the following qualities:

in general, be of standard dimensions (of no more than 2100mm height) consistent with the
Building Code of Australia;

be at least half glazed with safety glass for two-way vision in trafficable areas; be able to cope with heavy and constant usage; be sufficiently robust to provide appropriate security to the building; be properly weatherproofed and protected from climatic influences; have locks keyed to a master-key system; be either solid core timber with three hinges per door
or be aluminium with appropriately heavy sections and fixing to prevent long term sagging, with pivot hinges;
have any door fixings to lightweight metal provided with backing plates for support; be provided with restrainers to prevent impact to adjoining surfaces; be provided with metal framing; if an aluminium door, it must have a commercial section with a solid bottom panel; if in areas prone to vandalism or to high levels of student usage, they are not to be lever type
door furniture;
provide a level of access appropriate to the purpose of the space for which they are used; be fire rated or smoke sealed as required by the Building Code of Australia; be fitted with weather seals to the bottoms and edges, and to the jambs of double doors; provide air locks to main entrances accessing heated areas; be provided with mat wells at all entrances; include fittings such as door handles in primary schools that are appropriate for small
children; and
if a required exit, it must be a single-action opening door, openable from the inside as
required by the Building Code of Australia. Failure to external doors is largely attributable to hinge stress. The over extension of doors by wind or students will damage components such as frames and hinges. Damage also occurs when doors are pushed against the action of door closers. Such damage can be minimised by:
locating doors adjacent to walls to provide a definite door stop; locating doors in sheltered locations; providing all external doors with door stops or steel handrails on the hinge side;
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constructing aluminium doors with pivot type hinges complete with floor springs and
concealed head closers; and

minimising the number of external doors (e.g. no external doors to general purpose
classrooms).
3.8
Ceiling Heights
Area Springing Height (m) 2.4 (min) 2.7 (across room average)* 4.0 4.0** 6.0
General-Purpose Classroom Multi-Purpose Room (150m) Physical Education Space Primary School (298m) Physical Education Space/Gymnasium Primary and Secondary Schools (688m) *
General purpose classrooms should have a minimum average ceiling height of 2.7 metres to allow for the inclusion of ceiling fans and the penetration of natural light. The minimum height of ceiling fans, as measured to the underside of fan blades, shall be 2.4 metres from finished floor level.
** If the physical education facility is to be extended in the future, the added cost of providing a 6-metre rather than a 4-metre high roof shall be funded from sources other than DEECD (including extra foundation and structure costs).
3.9
Internal Walls
The type and suitability of internal wall framing is dependent on the height and materials to be fitted to the walls. Additional framing/noggings will be required at lining material junctions and for joinery as well as in some high traffic areas. Metal or timber framing is acceptable. Colour Light colours should be applied to internal walls to maximise daylight benefit. The colour of internal walls must be addressed in the Schematic Design report. Thermal Mass Concrete slabs and masonry walls are effective in keeping down summer temperatures. Internal masonry brick and concrete block walls should be promoted to reduce overheating in schools located in NatHERS Zone 27 (e.g. Mildura refer to Appendix 3 Postcode Areas within NatHERS Zones). The incorporation of thermal mass (concrete slabs and masonry walls) must be addressed in the Schematic Design report.
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3.10 Internal Screens and Borrowed Light

Internal screens can enhance the flexible use of spaces in a school and enable a range of teaching and learning strategies to be employed. Moveable internal screens can serve a variety of purposes and should be capable of quick and safe removal or relocation to facilitate alternative area use. They may serve display and space dividing purposes, and should generally offer appropriate acoustic separation when in place. Where such screens are to be frequently utilised, they should be of a type that minimises the impact of any reduction in natural or borrowed light except where light exclusion or reduction is the objective. Fixed screens should also be carefully selected to provide space separation without compromising light quality, and should facilitate supervision of the separated space where required. Where internal glazing is to be used, similar criteria to external glazing should be employed. Internal glazing should only be installed in a vertical plane. This avoids costly premiums for the cleaning of inclined glass. Where operable walls are to be used between classrooms, consideration must be given to their acoustic qualities. For a standard new primary school of 451+ children, the maximum number of operable walls provided between classrooms is four, offering flexibility to provide eight general purpose classrooms.
3.11 Internal Doors

Internal doors should have the same qualities as external doors (refer Section 3.7 External Doors) except that there is no requirement for weatherproofing. Internal doors need not necessarily be metal framed, and may also have loose-pin hinges. Zoning Internal doors should be provided to separate heated from non-heated spaces on the same level. Doors are also required to separate one level from another, thereby preventing the rise of heated air to an upper level. Consider door seals to improve the separation, especially on doors that open onto stairwells.
3.12 Finishes
3.12.1 Wall Finishes Selection of appropriate surface finishes must proceed with the knowledge of the activities, processes, materials and equipment relevant to individual spaces. Wall finishes must be of a standard type, easily cleaned and repaired if damaged. Finishes must be assessed to ensure they do not create problems related to toxicity and become an occupational health and safety hazard. 23
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Selected materials must also possess suitable wear and tear characteristics, including a high degree of impact resistance. In certain instances, they must be able to cope with uses unintended in the design (i.e. compressed sheeting to dado height in corridors and some classrooms, rather than plasterboard). The materials must be stain and graffiti resistant, and have low maintenance characteristics. Consideration should also be given to the low Spread-of-Flame Index and Smoke-Developed Index as well as acoustic properties in accordance with the Building Code of Australia. Minimum provision is outlined in the following table:
Area High traffic areas/high use areas e.g. corridors, classrooms Low traffic/low use areas Student toilet and shower/change areas Suggested Wall Materials 13mm MDF or Villaboard to 1200mm high 13mm plasterboard above 13mm plasterboard Masonry to ceiling height Villaboard on timber framing
Naturally some exceptions exist, such as finishes to gymnasium walls. Exceptions, however, must be justified to the satisfaction of the Departments Project Review and Evaluation Panel (PREP). For higher noise generating areas such as music, drama and technology spaces, consideration must be given to sound attenuation between areas. Splashbacks are generally a minimum 300mm high and shall be tiles, stainless steel or a material to match the benchtops. Where splashbacks are of a material to match the benchtops, they should be coved. All grouting in toilets should be sealed.
3.12.2 Floor Finishes Floors, as with other finishes in a school, are subject to very high levels of wear and tear and sometimes to instances of inappropriate use. In general, floor finishes should provide high durability, be of a standard commercial grade/type enabling areas to be repaired or replaced economically, and must meet the Building Code of Australia requirements for safety, including its Spread-of-Flame and Smoke-Developed Indices. The following additional factors should be considered:
slippage where water, oil, grease, sawdust, steps/stairs, etc. may occur; sound acoustic compatibility with background and activity noise levels; and comfort thermal and tactile comfort in relation to the usage of the room.
There are an enormous number of proprietary-type floor finishes available to suit both wet and dry activities in schools. This section of the document confines itself to those standard finishes which are commonly used in school situations. The following sections provide a base standard for the provision of floor coverings to a majority of the floor area in a school. The use of other proprietary-type floor finishes may be acceptable provided
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cost and performance criteria equivalent to the following examples can be met. Ongoing maintenance costs are another important consideration. The minimum standard for flooring in areas of a school are summarised in the following table:
Area
Carpet
GPC-SC GPC-PS Art 2D-SC/PS Art 3D Graphics Music - SC/PS Drama Info Tech Home Eco Fabrics Science Technology Library Phys Ed Multi Purpose Seminar Lecture Staff Admin Staff Work Canteen Change Shower First Aid Student Centre Toilet Circulation
Suggested Type of Material (Minimum Standard)

Vinyl/Linoleum Timber Epoxy Finishes
(Design) (Cushioned)
(Wet Areas)
Carpet For schools, use carpets which are graded Contract Extra Heavy Duty by the Australian Carpet Classification Scheme (ACCS). ACCS licensees give a warranty with their carpets; this warranty is subject to proper installation and maintenance (AS 2454 and AS 2455 will apply). The ACCS licensees instructions for underlay should be followed (AS 4288 will apply). The selection of carpet should take into account the properties of the underlying base or flooring (e.g. the moisture content of a concrete slab). Where carpets are to be installed in areas subject to wetting, the underlying floor should have a moisture-proof upper surface. Spread-of-Flame and Smoke-Developed Indices are to be used as required by the Building Code of Australia.
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Some carpets are flocked or melded products. The ACCS still applies. While these products are also referred to as hairy vinyl flooring, the important distinction is that they can be wet and dry cleaned. Where this cleaning method is claimed for a carpet, it should comply with the requirements for vinyl flooring as well. Vinyl/Linoleum All linoleum and vinyl flooring must be a genuine low maintenance product, with a clear upper surface treatment incorporated during manufacture and guaranteed for at least five years. The flooring material must be in sheet form and fully heat welded on installation (AS 1884 will apply). The material shall be at least 2mm thick. For homogeneous products, the nominated colours and patterns shall permeate this thickness. For heterogeneous products, the nominated colours and patterns shall permeate at least 0.7mm of this thickness. The suppliers instructions for underlay should be followed (AS 4288 will apply). Some vinyl flooring materials are flocked or melded products, and the above standards apply. These flooring materials must be stain resistant (this can be due to the clear upper surface treatment). Importantly, they must be able to be wet and dry cleaned (in turn they must be waterproof and weldable). Multi-purpose/physical education facilities can be provided with alternative finishes such as cushioned vinyl. Timber Timber floors for internal activities are restricted to gymnasium areas in secondary colleges (and, in certain circumstances, drama facilities). Gymnasia can be provided with a sprung timber floor only where competition sport is to be played under a joint-use agreement and the capital and maintenance cost of the floor is shared. The timber floor may be provided over either concrete slab or timber framed on concrete footings. Epoxy Finishes These finishes are generally restricted to use in toilets, shower/change facilities or certain specialist areas. Epoxy finishes should be applied by trowel on application, not painted, and be a minimum of 6mm thick. Where tiles are employed in wet areas, all grouting must be sealed and impervious to moisture. Regular resealing must be undertaken to avert potential health hazards.
3.12.3 Ceiling Finishes Ceiling finishes should be selected to provide an appropriate acoustic value for a room according to its proposed usage and to ensure adequate light reflection. Sufficient space should be allowed for services, and access must be made available for future installations.
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Provision should be made for ceiling baffles to minimise sound transmission between rooms. As appropriate in most areas, the minimum standard finish is 10mm plasterboard fixed to metal or timber framing, or mineral fibre acoustic tiles with a minimum NRC rating of 0.7 (refer also to Section 3.13.3 Acoustic Performance WITHIN Spaces). Consideration must be given to acoustic treatment in rooms such as music/drama and technology. This may vary from exposed perforated insulation paper to proprietary-type ceiling tile systems and strawboard panels.
3.12.4 Paint The cost of paint is only a fraction of the cost associated with the time and effort involved. The performance of paint may also vary significantly from one product to another. Schools should seek to use products that have been approved under the Australian Paint Approval Scheme (APAS). For details, contact the APAS, 177 Salmon Street, Port Melbourne, 3207; telephone (03) 9248 4901 or (03) 9248 4903, facsimile (03) 9646 5165. In general terms, solvent-based enamels are preferred for metal surfaces and those subject to wear and tear (e.g. doors). Sovent-based semi gloss enamel can also be used on internal walls. Otherwise, latex (water-based) paints are usually favoured, particularly on exterior timber. Low sheen acrylic (latex) can be used on internal walls, and full gloss acrylic should be used for external walls. Latex paints can usually be applied over existing solvent-based paints, although a latex undercoat may be necessary in more arduous situations. However, solvent-based paints should not be applied over latex types. Latex paint finishes are usually identified simply since they can be removed by a swab soaked in methylated spirits. Solvent-based paints remain sound under this test. Light colours maximise the reflection of light and tend to make rooms seem larger, but they are apt to show marks. Darker colours are more serviceable in high wear locations such as skirting boards. Smooth colour transitions from room to room are important in achieving colour harmony. The completed finish will look deeper in colour than a small sample, particularly when the same colour is used on all walls. Flat and low gloss finishes best mask surface imperfections, but should be limited to areas not subject to wear and tear or moisture, such as ceilings. Semi gloss (satin) is a compromise between masking defects in a surface and providing a serviceable, readily cleaned, finish. Glossy finishes are preferred for surfaces subject to wear and tear, dirt retention, moisture, condensation, or frequent cleaning; notably architraves, cupboards, door, and metal work. For more detailed information, refer to the APAS Guide to Specifications and Standards Australia The Painting of Buildings.
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3.13 Acoustics
3.13.1 General The acoustic design of a project is discussed in general terms in Section 2.16 Acoustics. Statutory regulations and standards include:
Occupational Health and Safety (Noise) Regulations Statutory Rule No. 196/1992 which
specifies allowable noise levels in the workplace.

State Environment Protection Policy (Control of Noise From Commerce, Industry and
Trade) No. N-1 (SEPP N-1) which regulates noise emission in metropolitan Melbourne.
Australian Standards AS 2107-1987 Acoustics Recommended Design Sound Levels and
Reverberation Times for Building Interiors. Within this Standard, Table 1, Section 1 provides recommendations for design sound levels in education buildings. It is recommended that these levels be achieved.
3.13.2 Sound Insulation BETWEEN Spaces The following tables provide advice in relation to satisfactory sound insulation between spaces. (a) Activity, sound insulation requirements and FSTC ratings:
Activity Sound Insulation Requirements Applicable FSTC* Rating
Current GPC wall construction Equivalent to stage voice, expected conversation Range of noise voice/noise levels (machinery) Conversation/raised voices Stage voice/shouting Equivalent to shouting (instruments) * Normal to no privacy requirements Normal privacy Confidential privacy minimal distractions Better than confidential privacy Better than confidential privacy
FSTC 30-40 FSTC 35 FSTC 40 FSTC 45 FSTC 50 FSTC 55
FSTC is the Field Sound Transmission Class. It is determined by measurements in accordance with Australian Standard 1276-1979 Methods for determination of sound transmission class and noise isolation class of building partitions.
Standard timber stud framing with 13mm plasterboard on both sides (current GPC construction) gives a rating of about 35 FSTC. Current practice shows that this is acceptable in most cases. If greater sound insulation between spaces is required (such as in drama, music, etc.) then the following measures should be considered in the following order:
install sound insulation blanket in wall cavity;
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take wall full height to underside of roof; increase thickness and number of plasterboard sheets; and install staggered separate studs.
The following table gives examples of FSTC ratings achieved by various forms of construction.
(b)
Recommended wall construction types to achieve FSTC ratings shown in (a):

Wall System Plasterboard sheets required BELOW all ceilings Inside Outside 1 x 13 mm 1 x 13mm Plasterboard sheets required ABOVE mineral fibre ceiling Inside Not required Outside Plasterboard sheets required ABOVE plasterboard ceiling Inside Not required Outside
FSTC Rating
Current GPC wall construction giving FSTC 35-40 FSTC 35 FSTC 40
100 x 50 timber studs from slab to ceiling tile 100 x 50 timber studs from slab to ceiling tile 100 x 50 timber studs from slab to slab or structure above 100 x 50 timber studs extending from slab to slab or structure above Staggered 100 x 50 timber studs slab to slab. Staggered studs ensure inner and outer plasterbd sheets are not connected Two separate 100 x 50 timber studs extending from slab to slab, each supporting a separate plasterboard sheet
1 x 16mm 2 x 13mm
1 x 16mm 2 x 13mm
Not required 1 x 13mm
Not required Not required
FSTC 45
2 x 16mm
2 x 16mm
1 x 16mm
1 x 16 mm
Not Required
FSTC 50
2 x 13mm
2 x 13mm
1 x 13mm
1 x 13mm
1 x 13mm
FSTC 55
2 x 13mm
2 x 13mm
1 x 13mm
1 x 13mm
1 x 13mm
1 x 13mm
In relation to steel frame wall systems as opposed to timber studs, refer to the manufacturers design guides for fire and acoustic requirements (e.g. CSR Gyprock specifications). To achieve FSTC ratings of 35 and above, stud cavities must contain sound absorptive blankets. These can be rock-wool of minimum density 38kg/m, fibreglass of minimum density 10kg/m or polyester of minimum density of 7kg/m.
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(c)
Special considerations for sound insulation between design and activity spaces in technology areas:
The following issues need to be considered when planning the design space and activity space in technology spaces:
when masterplanning, consider locating technology spaces as far away as possible from other
teaching spaces;
locate noisy equipment as far away as possible from the design area, preferably in the
materials preparation room;

minimise the area of shared wall and ceiling; avoid connecting doors between spaces; and utilise sound absorptive treatments in noisy activity areas.
(d)
Additional considerations in achieving sound insulation between spaces:
For Ceilings If a continuous plasterboard ceiling is used, partitions may not need to extend from floor to slab above. If a ceiling tile is used and a rating greater than FSTC 35 is required, partitions must extend from floor slab through the ceiling to the slab above. Recommendations for the above ceiling construction are provided in the table in Section 3.12.2(b). For Ducts Ducting requires treatment such as:
Supply-air ductwork
A supply duct that connects two adjacent areas must have acoustically lined or acoustic flexible ducting between the supply duct and the air registers to each room. The total length of this acoustic lining must not be less than 5 metres. Where ducts penetrate walls either above or below the ceiling, they shall be suitably sealed.
Return-air path
Openings through walls above ceilings for return-air must be fitted with acoustically treated transfer ducts. These could consist of internally lined bends with one metre sections of lined duct on each side. The lining should consist of a 25mm thickness. For special acoustically rated rooms, return-air grilles in doors or walls are not recommended. Typically, return-air paths should utilise transfer ducts in ceilings as detailed above. For Doors All classrooms should be provided with solid core doors with or without glazing. Typically, return air should utilise transfer ducts in ceilings as detailed in the section on ducting.
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For specialist areas such as music rooms, technology rooms or drama studios, acoustic seals or proprietary acoustic doors should be considered. For Penetrations All penetrations through walls must be carefully sealed using a mastic or silicone sealant. For Operable Walls In practice, the best performance likely with an operable wall is FSTC 30-35 (Normal Voice Privacy). To achieve this, the wall must be carefully installed and usually subject to a rigid acoustic performance specification. The acoustic performance of surrounding walls, ceilings, ceiling baffles, ducts, doors, penetrations must all be considered if operable wall performance is to be realised.
3.13.3 Acoustic Performance WITHIN Spaces Occupational Health and Safety (Noise) Regulations 2004 Statutory Rule No. 10/2004 define exposure standard as: (a) the 8 hour equivalent continuous sound pressure level of 85dB(A) measured in Aweighted decibels referenced to 20 micropascals at an employees ear position; or (b) the C-weighted peak hold sound pressure level reading of 140 DB(C) measured in decibels referenced to 20 micropascals at an employees ear position. If this is exceeded, measures such as engineering and administrative noise-controls should be considered and, if practicable, implemented before hearing protection is adopted as a long-term solution. Noise regulations also contain requirements for the selection of plant and equipment in terms of noise emission. These regulations require equipment to be selected to achieve the required noise levels if practical. In music rooms and other noisy areas, it is most unlikely that these levels will be exceeded. In a technology space, the maximum level may be exceeded when noisier items of equipment are operated. To help reduce this impact, noisy equipment should be placed where the noise can be minimised (for example, in the materials preparation room). In an open space, design will not generally affect these internally generated peak levels, but school administration should be aware of the circumstance. However, the design recommendations noted below can help reduce the average level. Sound Absorptive Finishes in Rooms The following table gives advice on the construction types for various building elements associated with achieving satisfactory sound control. This relates to sound absorbent qualities within spaces. The acoustic performance of various surface finishes is given in terms of the Noise Reduction Coefficient (NRC). This is the average of the absorption coefficient measured at 250, 500, 1000 and 2000Hz. The absorption coefficient is measured in accordance with AS 1045-1988 Acoustics Measurements of sound absorption in a reverberant room or AS/NZS 1935.1:1998 Acoustics Determination of sound absorption coefficient and impedance in impedance tubes Method using standing wave ratio.
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Area Type
GPC
Wall Construction
Full width pin board on rear wall. For improved performance, use modified pinboards or acoustic panels As per GPC unless special consideration required5 Special sound absorptive treatment to all walls6
Ceilings
Plasterboard or acoustic ceiling tiles
Floors
Carpet and underlay4
Drama/Music
As per GPC unless special consideration required5 Acoustic ceiling tiles or sound absorptive treatment to ceiling6
As per GPC unless special consideration required5
A separate space for noisy equipment used in Tech classes (the Materials Prep Room is recommended) Technology
Some inboard area
Acoustic ceiling tiles or sound absorptive treatment to ceiling6 Sound absorptive treatment to ceiling As per GPC unless special consideration required5
Specialised but more expensive floors are available7 Vinyl with cushioned backing is better than timber Vinyl
Physical Education and MultiPurpose Art/Craft
Special sound absorptive treatment to all walls6 above three metres from floor As per GPC unless special consideration required5
Notes: 1. 2. 3. 4. 5. Modified pin boards are cane-ite panels covered with fabric and set 25mm off wall by timber ladder frame which should achieve a NRC of about 0.7. Acoustic panels. Typically these consists of semi rigid slabs of high density glass wall which are fabric faced or wrapped and can be used as pin boards. Panels should be selected to provide an NRC value of no less than 0.70. Acoustic ceiling tiles. Suitable acoustic ceilings are mineral fibre tile ceilings and metal pan ceiling systems. Typically the ceilings should be selected to provide an NRC value of no less than 0.70. Carpet and underlay. Woven back and hair felt underlay are generally required. The carpet and underlay should be selected to provide a NRC value of no less than 0.50. Special acoustic consideration. If a situation requires special acoustic considerations, an acoustic consultant should be employed. Issues that may arise include whether music practice room walls should be parallel or at a slight angle, or if sound absorbent panels should be specially designed and located within these rooms. Sound absorptive treatment. In technology, gymnasium and art/craft areas, sound absorbent floor coverings often cannot be used. For these areas, sound absorptive treatment should be applied to ceiling and wall surfaces. Options to consider are: mesh and perforated sisalation with factory fixed sound absorptive blanket behind perforated metal with sound absorptive blanket behind.
6.
For slightly improved performance, an air gap can be inserted between these acoustic treatments and the backing surface behind (i.e. the wall or roof). 7. Floors. Rubberised floors are a good answer but cost approximately $60/m (1997) and are not acid resistant. Interlocking tiles (e.g. Gerflor) are acid resistant but cost considerably more.
3.13.4 External Noise Control If a school is located close to roads, railways, industrial areas, etc. then additional acoustic design features should be considered. These would focus on the external wall and could require the
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installation of double glazed window systems. If external levels exceed 50dB(A), openable windows should not be allowed and specialist acoustic advice should be sought.
3.13.5 Rain Noise The effects of rain should be considered in noise sensitive areas. For guidance, noise levels are estimated for two standard constructions. Assuming rainfall of 25mm/hour, data from the Bureau of Meteorology indicates that this will occur on average five minutes every month. The table shows the standard constructions and estimated noise ratings that would be experienced in a typical classroom. These levels should be satisfactory for most spaces, but for special areas (e.g. drama) specialist advice should be sought.
To achieve an estimated level of rain noise heard inside classroom of dB(A)50 To achieve an estimated level of rain noise heard inside classroom of dB(A)45 (lower and better)
Construction recommended
Roof/ceiling with mineral tiled ceiling Metal deck 75mm thermal insulation Air space of 300-400mm Mineral fibre ceiling system
Roof/ceiling with plasterboard ceiling Metal deck 75mm thermal insulation Air space of 300-400mm 13mm plasterboard ceiling
Construction details
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Department of Education and Early Childhood Development Section 4 - Internal Services
4.
4.1
INTERNAL SERVICES
Introduction
When designing any given service, the designer is required to make use of the most cost effective materials and installation techniques available, commensurate with appropriate levels of service and durability, and in accordance with the philosophy outlined in this handbook. All design, materials, workmanship, testing and commissioning shall comply with the latest revision of the Building Code of Australia and relevant Australian Standards. Where classes, types, etc. are referred to, they are in accordance with the relevant Australian Standard.
4.2
4.2.1
Sanitary Fixtures
General
Fixtures shall be of the same model and manufacture throughout a school. Fixtures for later stages shall match the first stage. Where alternative types are to be considered, they shall only be selected if the fixture selection is more cost effective for the particular application. All vitreous china fixtures shall be white unless directed otherwise by the Principal Consultant. Technical Data Sheets for plumbing fixtures in secondary college facilities related to science, home economics and technology (trade) are contained in Appendix 2. In accordance with the Dangerous Goods (Storage and Handling) Regulation 1989, the design of laboratories shall be in accordance with Australian Standard AS 2982 Laboratory Design & Construction.
4.2.2
WC Suites Floor mounted vitreous china pan with concealed in-wall cistern with anti-vandal fixing accessories, or compliant cistern-less systems with anti-vandal fixing accessories. Similarly, floor mounted vitreous china pan with concealed in-wall cistern with antivandal fixing accessories, or compliant cistern-less systems with anti-vandal fixing accessories.
Student Areas:
Staff Areas:
4.2.3
Urinals Slab type 304 Stainless Steel, 1.2mm thick for 3 metre maximum length, 1.6mm thick for lengths exceeding 3 metre, grated platform type. Concealed in-wall cisterns with anti-vandal fixing accessories, or compliant cistern-less systems with antivandal fixing accessories. Automatic flushing is recommended in primary schools while ventilation and flooring also need to be considered in the control of odours. 34
October 2008
Student Areas:
Staff Areas:
Wall-mounted vitreous china with wall mounted exposed cistern or as for student areas if more than two stalls are required.
4.2.4
Basins Wall-mounted vitreous china (nominally 500mm x 400mm, with a 140mm minimum depth) with two soap holders and integral tapholes to suit specified tapware OR an installed bench with a flat-rim inset basin. Stainless steel troughs can also be employed in student toilet areas. Self-rimming vanity basin, vitreous china (nominally 500mm x 400mm, with a 140mm minimum depth) with two soap holders and integral tapholes to suit specified tapware.
Student Areas:
Staff Areas:
Although wall hung basins are not recommended, where used, they should be fixed over the top of a tiled backing. Manufacturers options for stronger support brackets should be identified. In accordance with AS/NZS 3500 Part 4.2 Hot Water Supply Systems Acceptable Solutions, the delivery temperature of water for personal hygiene purposes (primarily bathroom taps) is legally required to be 45C for primary schools and secondary colleges.
4.2.5
General Purpose Sinks
Employ a flat rim 0.9mm thick satin finish 304 Stainless Steel sink. Bowl size to be nominally 380mm x 330mm, with a 150mm minimum depth. Number of bowls, location of bowl(s) and overall length of sink is to suit the particular application. Sinks are to have integral tapholes to suit specified tapware.
4.2.6
General Purpose Tubs and Troughs
Employ satin finish 304 Stainless Steel tubs and troughs to suit particular requirement.
4.2.7
Showers
Employ conventional shower sets to suit particular requirement, with taps located clear of discharge from rose outlet. Shower roses shall be AAA rated unless flow restrictor valves are fitted to the taps supplying the shower. Consider the use of push button on/off shower controls. In accordance with AS/NZS 3500 Part 4.2 Hot Water Supply Systems Acceptable Solutions, the delivery temperature of water for personal hygiene purposes (primarily bathroom taps) is legally required to be 45C for primary schools and secondary colleges.
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4.2.8
Cleaners Sinks
Cleaner sinks should be provided in a dedicated space that is appropriately designed in terms of floor and wall finishes as well as ventilation. Any storage within this space must be in accordance with relevant Australian standards and legislation. Sinks should be wall-mounted vitreous china, with a chrome-plated hinged bucket grate. Bowl size to be nominally 500mm x 400mm, with a 150mm minimum depth.
4.2.9
Boiling Water Units
Employ a wall-mounted or under-bench type as appropriate, with capacity to suit particular application and featuring a time clock device for energy efficiency. Boiling water units shall have a five litre maximum capacity. Boiling water units are for hot drinks and deliver water at 95C. Underbench domestic hot water units for personal hygiene in schools must now deliver water at a maximum of 45C (refer AS/NZS 3500.4.2:1997). For additional information, refer to Sustainable Energy Authority Victorias Infosheet Energy Saving Measure Water Heating.
4.2.10 Drinking Troughs Wall-mounted or floor-mounted 1.2mm thick satin finish 304 Stainless Steel trough with rear upstand skirt to conceal pipe work, and holed for drinking taps. Trough dimensions nominally 300mm wide x 150mm deep, with taps at nominal 450mm centres. Tapware shall be lever spring-action drinking cocks with mouthguard and 100mm long flanged horizontal extension to tap. Consideration should be given in the design process to locating taps and troughs in a manner which minimises damage or vandalism.
4.2.11 Ablution Troughs For general purpose, wall-mounted or floor-mounted 1.2mm thick satin finish 304 Stainless Steel trough with rear upstand skirt to conceal pipe work, and holed for cold only (or hot and cold as appropriate) spray taps/outlets. Trough dimensions nominally 300mm wide x 150mm deep, with taps/tap sets at nominal 450mm centres for primary schools and 600mm centres for secondary colleges.
Notes:
1. 2.
For some applications, flat rim troughs may be appropriate. In some environments, 316 Acid Resistant Stainless Steel may be required with waste to discharge to an acid neutralising tank or solvent/oil interceptor tank. Hand washing at these troughs is not recommended as soap discharges can affect performance of treatment apparatus.
4.2.12 Floor Waste Gullies (FWG) Floor waste gullies shall be 100mm in diameter and chrome-plated for all toilet blocks with external access. Floors should be graded towards them. Floor waste gullies shall be provided in other areas where floor wash down is required or as required by regulations.
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4.2.13 Tundishes Cone shaped and of a size to suit application, fabricated from 0.8mm thick copper sheet, and chromeplated where exposed except in plant rooms and similar.
4.2.14 Clay and Ablution Troughs Special purpose 1.2mm thick satin finish 304 Stainless Steel trough with special purpose tapware and waste outlets. Refer to Clay and Ablution Trough Technical Data Sheet Appendix 2.
4.2.15 Potting Troughs Special purpose 1.2mm thick satin finish 304 Stainless Steel trough. Waste to discharge to a silt pit. Refer to Potting Trough Technical Data Sheet Appendix 2.
4.2.16 Laboratory Sinks Flat rim 1.2mm thick satin finish 316 Acid Resistant Stainless Steel. Bowl size to suit particular application. Laboratory type tapware may be bench mounted or sink mounted to suit particular application. Waste to discharge to an acid neutralising tank. Refer to Secondary College Science
Room Plumbing Fixtures Technical Data Sheet Appendix 2.
4.2.17 Safety Sprays Wall-mounted with aerated chrome-plated eye wash outlet, trigger operated and with a nominal 1800mm length of hose.
4.2.18 Fume Cupboards Refer to Section 4.11.1 Fume Cupboard for services requirements. Refer to Secondary College Science Room Plumbing Fixtures Technical Data Sheet Appendix 2.
4.2.19 Photographic Troughs Special purpose 1.2mm thick satin finish 316 Acid Resistant Stainless Steel or PVC trough, with special purpose tapware. Waste to discharge to a mixing tank. Refer to Photographic Trough
Technical Data Sheet Appendix 2.
4.2.20 Frame Baths Special purpose 1.2mm thick satin finish 316 Acid Resistant Stainless Steel sink, with special purpose tapware. Waste treatment to suit particular application. Refer to Frame Bath Technical Data Sheet
Appendix 2.
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4.2.21 Drip Trough and Racks Special purpose 1.2mm thick satin finish 304 Stainless Steel trough, with special purpose tapware. Refer to Drip Trough and Rack Technical Data Sheet Appendix 2.
4.2.22 Hand Driers The hand drier in toilets shall be a direct-wired push-button type with a preset timer for at least 45 seconds running. It shall be suitable for 240 Volt, 50 Hz supply and rated at not more than 2kW with an air flow of not less than 150m3/h through a fixed (non swivel) nozzle. The noise rating shall be less than 65dB(A) at 1 metre. Assemblies shall be complete with concealed mounting hardware to suit the wall type. Proximity sensors for the drier may be considered, provided such a system is vandal-proof.
4.2.23 Facilities for Disabled All facilities to be in accordance with AS 1428.1.
4.3
4.3.1
Sanitary Plumbing
Pipe Work
Pipe work shall comply with AS 3500.2 2003 and the following additional requirements:
preferred pipe work material is PVC unless noted otherwise; all pipe work shall be concealed if possible; traps for wastes on fixtures requiring treatment apparatus shall be of polypropylene or
stainless steel as appropriate; and

exposed external pipe work shall be of copper alloy (70/30 brass).
4.3.2
Trade Waste Application
A trade waste application (including trade waste plan and a trade waste treatment apparatus drawing, as appropriate) is to be prepared and lodged with the relevant authority on behalf of the school.
4.3.3
Treatment Apparatus
The following treatment apparatus is to be considered if other provisions are not made:
acid neutralising tanks refer Appendix 2 for standard detail; wet feed neutralising tanks for electroplating process equipment refer Appendix 2 for
standard detail;
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wet feed neutralising tanks and PVC dosing tanks refer Appendix 2 for standard detail; plaster interceptor tanks; settling tanks refer Appendix 2 for standard detail; grease interceptors refer Appendix 2 for standard detail; solvent/oil interceptor tanks refer Appendix 2 for standard detail; silt traps refer Appendix 2 for standard detail; mixing tanks refer Appendix 2 for standard detail; and straining traps refer Appendix 2 for standard detail.
4.3.4
Trade Waste Operation Documentation
Provide the school council with a monitoring and maintenance of trade waste manual to ensure that the operation remains effective. Supply the school with a record of its trade waste application and plans.
4.4
4.4.1
Water Supply
General
The supply of water is governed by relevant Australian Standards as well as regulations and by-laws exercised through local water authorities. The principal consultant will nominate which fixtures are cold only and which are hot and cold. In primary schools, hot water is generally supplied to the following areas:
staff and administration areas; student showers; canteen; art room; and disabled toilets.
In secondary colleges, hot water is generally supplied to all areas except student toilets.
4.4.2
Pipe Work, Valves and Fittings
Pipe work, valves and fittings shall comply with AS 3500. All pipe work in above-ground inaccessible spaces shall be copper tube Type B (insulated) in accordance with AS 1432 2004. Consider the use of flow restrictors and pressure reducing valves in a combined water and energy management system in order to reduce pipe sizes and headworks fees. 39
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4.4.3
Tapware
Tapware shall generally be satin chrome finish with anti-vandal star pattern design handles. Cold water handles shall be coded blue and hot water handles coded red. Cold water handles/taps shall be fixed on the right-hand side of fixture and hot water handles/taps fixed on the left-hand side. All tapware shall be of the same model and manufacture throughout a school. Tapware for later stages shall match the first stage. Tapware for laboratories and other special-use areas shall be of a design suitable for the proposed use. Under the Departments Schools Water Efficiency Program (SWEP), water flow rates are set at:
basins 4 litres/minute (an exception is the sick bay [if the basin is its only tap outlet] at a
permitted 6 litres/minute);
classroom sinks 6 litres/minute (exceptions are sick bays, home economics and science
preparation rooms at a permitted 9 litres/minute);

staff sinks 6 litres/minute (exceptions are the main staff room and canteen at a permitted 9
litres/minute); and
wash troughs 9 litres/minute (exceptions are cleaners troughs at a permitted 12
litres/minute). Refer also to Section 4.2 Sanitary Fixtures.
4.4.4
Hot Water Units
Hot water units shall be provided as required. These must be designed in accordance with AS 3500 Part 4 and AS/NZS 3500.4.2:1997. Hot water systems must operate independently of space heating systems. The design and selection of the most appropriate hot water service supply will depend on the nature of the space, its location, usage and the activity therein. Hot water units should be carefully sized and selected to match the anticipated demand for hot water. The oversizing of units will create excessive year-round energy waste and expense, and should be avoided. These matters must be addressed in the Design Development report. A range of different systems may be appropriate, depending on the application, and include:
gas storage units; continuous-flow gas or electric water heaters; and solar hot water units.
Hot water shall be stored at a minimum of 60C to inhibit the growth of legionella bacteria. In both primary schools and secondary colleges, all new hot water installations, at the outlet of sanitary fixtures used primarily for personal hygiene, shall deliver hot water not exceeding 45C. In selecting the most appropriate hot water supply, the following should be considered:
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Local storage units should be used for areas generating prolonged usage such as shower-
change areas and science rooms.

Natural gas domestic hot water units are to be used if natural gas is available on the site.
Consideration for electric underbench heating could be given if excessive gas pipe runs are involved. Liquefied petroleum gas (LPG) should not be used at any site where natural gas is available.
Continuous-flow electric water units should be considered in areas where short-term low
quantity usage is required (e.g. staff tearooms) and no natural gas (only LPG) is available. These units should also be considered in other applications.
The use of solar hot water units (with a gas or electric boost) should be considered in areas of
suitable climate. (Schools are currently eligible for Victorian Government rebates on the purchase of a solar hot water heater.)
Pressure equalising systems such as Platypus may be applicable in some large schools but
they are not generally cost effective in systems using decentralised hot water to reduce hot water usage.
The use of timer units should not be considered for gas systems since they are usually
impractical, rarely cost effective, and often unreliable.

The use of timer units for high efficiency boiling hot water units are not cost effective given
the good insulative properties of modern units and low out-of-hours electricity costs.
Any timer controls should be centralised and connect back to a master multi-channel site
clock.
The storage capacity of water heaters shall be minimised as far as possible. All units shall be energy efficient and gas units shall have a 5 Star Rating Energy Label or better (and preferably electronic ignition). See Section 4.2.9 if boiling water units serve
sinks, etc. Consider timers for shut down on holidays, weekends, night time and curriculum days. The selection of an energy-efficient domestic hot-water heater or the selection of solar hot-water must be addressed in the Design Development report.
4.4.5
Other Issues
The design of the water supply system shall address the following issues as appropriate:
isolation of areas/fixtures by suitable valving to permit maintenance; provision of mixing valves where domestic hot water is supplied to personal hygiene outlets
from storage water heaters;

provision of backflow prevention devices to protect other areas from any hazard areas; provision of master control valve systems to demonstration benches; electronic taps for canteen wash basins; chrome plating on all exposed pipe work;
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provision of simple pressure-limiting devices to reduce overall water consumption; and fitting of all showers with low flow heads.
4.5
4.5.1
Gas Services
General
Gas services shall be natural gas or liquefied petroleum gas. Completed installation shall be in accordance with AS 5601/Gas Installation Code AG 6011995 and the local supply authority. In the selection of the most appropriate gas appliances, the following should be considered:
gas appliances should have electronic ignition; gas appliances should be sealed combustion units; no atmospheric burners or pilot lights should be permitted; central plant shall have modulating heat output in response to changing load requirements; LPG should not be used at any site where there is natural gas; appliance thermostats shall be locked off from user alteration; units shall operate by simple on/off control or by time duration; local gas-heating appliances (ducted/space) shall be high-efficiency condensing units; and small space heating to offices or sick bays should utilise electric wall-mounted radiant panels
unless central hydronic heating is available.
4.5.2
Tariffs
For new projects, detail the tariffs proposed to ensure that they are the most advantageous to the school. For upgrades, assess existing tariffs to ensure that they are the most advantageous to the school. 4.5.3 Meters
Consider providing gas sub-meters to high energy-use areas and/or equipment (such as trade blocks but not kilns) in order to obtain energy-use profiles. This, however, is not a high priority.
4.5.4
Relocatable Buildings
Where mains gas is provided to the site, consider a natural gas reticulation system to relocatable buildings described in the initial design, as well as branch take offs for future additions.
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If gas is to be provided to relocatable buildings, consider positioning the reticulation system in common services trenches with stormwater lines.
4.5.5
Pipe Work
All above-ground permanent pipe work shall be Type B copper tube to AS 1432. All joints are to be brazed where practical. All pipe work is to be concealed from view in normally occupied areas. Provide protection from mechanical damage where exposed. Ensure adequate permanent ventilation to enclosed pipe risers. Provide isolation valves at each floor-level take-off. Allow 10% spare capacity in pipe work sizing. Where LPG is to be used and natural gas is likely to be available within five years, allow for natural gas in pipe work design.
4.5.6
Emergency Isolation Valves
Provide clearly labelled and accessible isolation valves within each room served with a general purpose fuel gas outlet. Locate valves generally adjacent emergency exits within that room.
4.5.7
Outlets
Provide fixed turret type outlets for laboratory bench top use. Provide the demonstrators bench with an isolation valve to restrict gas supply to student outlets. Provide isolation valves and connect to each gas appliance.
4.5.8
Gas Booster
Gas booster devices are to be avoided where possible. Where required, locate carefully and ensure that adequate acoustic measures are provided to meet acceptable ambient and internal noise criteria.
4.6
4.6.1
Space Heating
General
Energy Design Process A design process is to be undertaken which includes:

a project meeting with all stakeholders and agreement to goals; and treatment of mechanical, electrical and building fabric design as the one exercise.
The most appropriate heating system for a particular application will depend on the nature of the space to be heated and the activity therein. A range of different systems may be appropriate, depending on the application. These include:
power-flue console heater; high efficiency condensing ducted gas space heating (in conjunction with ducted cooling); reverse cycle airconditioning;
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October 2008
ground source heat pump; hydronic heating (hot water radiators); electrical radiant heaters (panel, tube); and gas radiant heaters (where ceiling height and government regulations permit).
Slab heating is neither economic nor recommended. Electric fan heaters should also be avoided (heat shifter fans may be considered in transferring heat to small areas such as offices adjacent to heated rooms. System selection should take into account required amenity levels and employ a life-cycle process (over 15 years) to determine the most appropriate system based on total ownership costs. Selection of a suitable system should be based on its ability to provide heating in an appropriate and adequate manner. Spaces that have high ceilings and high infiltration are suited to gas radiant heating. Such heaters must comply with AS 5601/Gas Installation Code AG 601 and be mounted at least 2500mm above floor level and have a clearance from the ceiling of at least 1000mm. Life cycle analysis of systems that meet the amenity criteria should address:
capital costs, including associated infrastructure costs related to electric sub-mains and gas
supplies;
maintenance costs related to the realistic life of the system and its components; and energy costs on the basis of likely tariff rates, envisaged usage requirements (climatic demands
and hours of operation) and the ability of a particular system to be controlled in such a way as to match its operation time to actual occupancy requirements. Energy Targets No heating system should be installed until an energy target has been established and the performance of the proposed heating system compared against that target, and revised if necessary.
Fabric and Services No heating system shall be designed or installed until due consideration has been given to a satisfactory reduction of the heating load. Items to be considered include:
orientation of building blocks, with their longer axis set out in an east/west direction; minimisation of areas of east-facing and west-facing glass (less than 5% of floor area each); external shading of east-facing, west-facing and north-facing windows; insulation of roof (both reflective and bulk), walls and floors (if timber). Insulation shall be made
from a material that has a zero Ozone Depletion Factor (ODF);

zoning of areas so that heated areas are grouped and isolated from non cooled areas by means of
doors. If possible, heated areas should be separated from the outside by air locks; and
doors shall be located, if possible, on the eastern side of the building to avoid cold southerly
winds (as well as hot northerly winds).

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Zoning Consider zoning low occupancy areas separately for heating systems through the use of isolation valves and local heating controls. Passive Solar Heating of Non Heated Spaces Spaces not provided with fossil fuel heating (e.g. toilets, storerooms and corridors) should be heated with passive solar energy. Ceiling Fans and Heating No heating system shall be designed or installed unless high efficiency ceiling fans have been installed. Ceiling fans operated slowly in conjunction with heaters help reduce energy consumption and should be installed so that the minimum height of the fan blades is 2.4 metres above finished floor level. Daylighting and Heating No heating system shall be designed or installed until consideration has been given to reducing the internal heat load of electric lighting by maximising the use of daylight from shaded windows or skylights. Fuel Source As a general rule:
use natural gas in preference to LPG and electricity; use natural gas in preference to LPG for the heating of relocatables; and do not use LPG when natural gas is available on site.
Plant and Equipment All plant is to be energy efficient and have a 5 Star Rating Energy Label or better if a star rating is available. The need for personal heating devices should be avoided by good design. Spot radiant heaters are to be installed, if required, but only as a last option. If possible, inside air should not be used for combustion. Gas fired plant shall not produce unacceptable nitrous oxide (NO) pollution. Ensure that gas fired heating plants emit NO at a rate no greater than 200mg/kWh of delivered energy. High efficiency condensing boilers should be used. Ensure that centralised plant is capable of operating only when required to deliver heat. Out-of-hours use should be separately heated. Ensure that plant is not over sized and hence more expensive than need be, or inefficient when operating at low capacity.
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Gas plant should have electronic ignition. Consider providing the following features to plant and equipment :
heat recovery modules in heated areas where there are high ventilation rates; extra insulation on boiler if upgrades are being undertaken (modern boilers are often well
insulated);
local timer controls linked to a central time controller, with temperature sensing to avoid
overheating; and
lockable and tamperproof thermostats.
If hydronic systems are used, ensure that the pipe work is well insulated. Unflued gas heaters are not permitted except if gas radiant. Unflued radiant gas heaters remain a good option in spaces with high ceilings and large ventilation rates, e.g. trade and technology rooms. The following table offers guidance on the recommended heating system types for selective areas within a school. It is a guide only, and the installation of any heating plant should be justified by the amenity required in the area. System selection should be based on a life cycle analysis.
Heating System Type General Purpose Classroom (GPC) Physical Education (PE) Music Art/Craft Library Staff Admin Computer Science/ Home Eco Tech Studies
Power-flue Console Heaters High Efficiency Condensing Gas Heaters High Efficiency Condensing Gas Heaters + Cooling Reverse Cycle Airconditioning (in appropriate NatHERS Zones) Ground Source Heat Pumps Hydronic (Hot water Radiators) Gas Radiant (Panels, Tube)
X X X X
X X
X X X X X X
X X
May be applicable Generally not applicable
The following table provides relative cost indices for various types of heating systems on a square metre basis. The actual cost of various options will be dependent upon amenity requirements, system design and site constraints. This table should be used as an initial guide only.
Heating System Type Typical Installation Cost $/m/annum Typical Operating Cost $/m/annum Typical Maintenance Cost $/m/annum
Power-flue Console Heaters
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High Efficiency Condensing Gas Heaters Reverse Cycle Airconditioning (in appropriate Zones) Ground Source Heat Pumps Hydronic (Hot water Radiators) Gas Radiant (panels, Tube)
5 6 10 7 3 10 = Highest Cost
4 10 6 8 5
4 5 7 10 2
Filters Filters are to have a design pressure drop of 25 Pa. Filters are to be located so they can easily be removed for cleaning and replacement.
Return-Air Paths Return-air paths reduce energy use in ducted air systems. Ensure that the return-air path is not subject to infiltration and is appropriately insulated. Ductwork Heating air ductwork is to be insulated to R1.5, well sealed, and designed to minimise air flow resistance. Ensure the return-air plenums are sealed. Do not use ceiling spaces for return air paths. Outside Air Where fan forced ducted systems are used, outside air quantities should be minimised yet comply with ventilation regulations and provide appropriate indoor air quality levels. Controls All heating systems shall use simple yet effective controls to minimise the use of heating equipment while maintaining acceptable internal conditions. (Refer Section 4.6.5 for details.) Sub-metering All electric heating systems should consider the use of electricity sub-metering by blocks in order to easily carry out energy cost audits, including the cost of out of hours use. Testing and Commissioning Testing and commissioning should include two aspects:
Firstly, the design should specify energy efficient equipment. Where appropriate, testing and
commissioning should confirm this performance.

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Secondly, documents should ensure the handover of accurate and detailed building and systems
records and operational directions. Such documentation should not only set out details of the installation and its energy efficient operation but also clearly record all design assumptions and capacities in order to facilitate future modifications and building adjustment. If appropriate, provide a certified air distribution and diffusion test report which includes an adjustment and balance report. For hydronic systems, include a water balancing report. Maintenance Strategy Consultants will provide an ongoing maintenance strategy for later implementation by the school.
4.6.2
Centralised Plant versus Individual Units
Consideration should be given to the following factors when considering centralised plant:
warm up time; room occupancy patterns (primary school rooms are generally occupied by the same people while
secondary colleges are subject to continually changing and varying occupancy);

control systems; efficiency of systems, particularly in part load circumstances; solar gain, especially in north facing rooms; and zoning of building.
4.6.3
Primary Schools
Unitary gas heaters should be used for classrooms and larger spaces, and include convective powered flue or wall furnace types. Radiant gas consoles or wall mounted heaters should not be used in these areas. Ducted warm air furnace heating may be considered, depending on architectural floor plan and building construction. Ducted warm air furnace heat should be used for administration and staff areas. Wall mounted gas radiant heaters should be used for large volume spaces with high ceilings, e.g. halls. High level wall mounted or ceiling radiant electric heaters could be used where floor/wall space is limited, e.g. canteen. Toilets, storerooms and corridors should not be heated. Unitary space heater locations should aim for even heat distribution and be sited away from corners and close to cold parts of the room, e.g. windows. Layouts should allow 200mm both horizontally and vertically from walls, fixed furniture, pin boards, etc. and around floor level heaters for safety and maintenance. Allow a space of at least 1000mm horizontally from the heater to nearest occupant. Independence of main systems in areas to be used out-of-hours should be considered.
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4.6.4
Secondary Colleges
Designers should consider potential vandalism to heating systems when preparing designs for classrooms. Central heating systems with re-circulating air or return-air should be used except in rooms where dust, fumes or odours are generated. Toilets, storerooms and corridors should not be heated. Physical education centres should be heated only when directed. Independence of main systems in areas to be used out-of-hours should be considered. 4.6.5 Heating System Controls
Control systems should have a centralised master time clock to ensure after hours switch off as well as local controls allowing variations to suit local conditions. Time clocks with temperature sensing will help avoid overheating. The thermostat setting should not be higher than 19C. Heater controls should be student tamperproof and accessible only by a key. Thermostats should be lockable and tamperproof. Where appropriate, heating controls should take into account climatic conditions and allow for early morning warm up to modulate temperature according to space conditions. Heating controls should also take advantage of internal heat generated by occupants and office equipment. Control systems should accommodate power failure and ensure that the resetting of the system is a simple procedure. Spot radiant heating should be controlled by local time switches (45 to 60 minute maximum operating times are recommended before a restart is required). 4.6.6 Plant Rooms
In-ground or partially subterranean plant rooms should be avoided. Boiler and furnace plant rooms should be exclusive to that purpose. Where possible, the plant room should have at least one external wall. Access to the plant room should be from outside or from a corridor. Access should not be from a store, wet area or any area likely to contain flammable substances.
4.7
Ventilation
Ventilation is useful in reducing the overheating of large spaces, especially where numbers of students gather. Ventilation is also useful for overnight cooling.
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4.7.1
General
Energy Targets If cooling is proposed, no natural ventilation system should be installed until an energy target for the building has been established and the performance of the proposed cooling system compared with that target, and revised if necessary. Fabric and Services No natural ventilation system shall be designed or installed until consideration has been given to reducing the cooling load to be satisfied. Items to consider include:
orientation of building blocks, with their longer axis set out in an east/west direction; minimisation of areas of east- and west-facing glass (less than 5% of floor area each); external shading of east-, west- and north-facing windows; insulation of roof (both reflective and bulk), walls and floors (if timber). Insulation shall be made
from material that has a zero Ozone Depletion Factor (ODF);

zoning of areas so that cooled areas are grouped and isolated from non cooled areas by means of
doors (if possible, cooled areas should be separated from the outside by air locks); and
doors shall be located, if possible, on the eastern side of the building to avoid hot northerly winds
(as well as cold southerly winds).
4.7.2
Natural Ventilation
Hand operated remote operating mechanisms for upper openings shall be provided. Consideration should be given to the provision of limited areas of higher volume to act as hot air drains and promote the use of natural ventilation. Consideration shall be given to the security of inlet and outlet openings that are required to be left open at night. Consideration shall be given to the elimination of dust intrusion. Consideration shall be given to keeping air speeds low so as not to move paper. Consideration shall be given to the alternate summer/winter use of natural ventilation to ensure that winter heating loads are not increased.
4.7.3
Toilet and Change Room Exhaust System
All toilet and change areas should be mechanically ventilated. Rigid sheetmetal trunking ductwork with flexible duct run-outs limited to 5 metres in length should be provided. Duct velocities shall not exceed 6 metres per second. Exhaust air inlet points over each shower cubicle and each group of two sanitary fixtures should be provided.
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Adequate make-up of exhaust air quantity should be ensured, including provision of relief vents. Control systems are to be tamperproof. Exhaust fans should be time-clock controlled.
4.7.4
Commercial Kitchen Exhaust Systems
Size hoods to cover all cooking equipment and provide a minimum 150mm overhang. Manufacture the hood from 1.4mm thick, series 304 stainless steel. Weld all joints and provide a general purpose polish finish. Provide perimeter gutters with threaded cap drain points. Install separately switched, vapour proof fluorescent luminaires to provide 200 lux at working surface. Provide washable, expanded aluminium grease filters with integral frame handles in sufficient number to maintain the design air quantity within the manufacturers limits. Ensure an adequate make-up of exhaust air quantity. Provide two speed fans with manual control station adjacent to the hood and complete with a LEDrun indicator. Exhaust fans should be interlocked and/or time controlled to ensure that they only operate when required.
4.7.5
Kiln Exhaust Systems
Size hoods to cover kiln openings and discharge points. Manufacture the hood from 1.6mm thick galvanised mild steel sheet. Ensure an adequate make-up of exhaust air quantity. Provide a local manual control station adjacent to the hood and complete with a LED-run indicator.
4.7.6
Exhaust Fans
Select the fan type with regard to system efficiency, acoustic performance and capital cost. Locate fans with regard to adequate security, maintenance access and acoustic performance. Avoid ceiling access panels where possible. Ensure all components are corrosion and weather resistant. Ensure that fans are statically and dynamically balanced. Use direct drives and avoid belt drives where possible. Use 3-phase, 415V motors where practical and 1-phase, 240V motors elsewhere. Motors shall be totally enclosed fan cooled (TEFC) squirrel cage induction types, rated to a minimum of IP45.
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Ensure all exhaust fans are capable of being effectively sealed off when not in use to eliminate unwanted infiltration and exfiltration.
4.7.7
Ceiling Fans
Provide ceiling sweep fans to all teaching areas, including libraries, and to administration areas, thereby ensuring adequate air movement. Ensure that fans are statically and dynamically balanced, and that they consist of a three bladed, all metal construction suitable for 240V supply. Provide one control station per fan with a minimum of three speed settings in forward and reverse direction. Controls should be of commercial quality to withstand robust usage. The minimum height of ceiling fans (as measured from the underside of the fan blades) shall be 2.4 metres from finished floor level. Mount fans clear of lights to avoid stroboscope effect. Provide sweep fans on the basis of one fan per 25m of floor area. They should feature time out controls so that they only operate when required. For upgrade projects, consider the replacement of ceiling fans installed prior to 1980.
4.8
4.8.1
Cooling
General
The minimisation of overheating is integral to the successful utilisation of school buildings. Design and installation factors which contribute to the thermal comfort of a facility include its orientation and external shading, its wall and roof insulation, natural ventilation and the use of ceiling fans. Where, because of climatic extremes, a combination of these factors is inadequate in maintaining comfortable room temperatures, cooling systems are installed. Cooling systems are provided to schools on the basis of their location within the Nationwide House Energy Rating Scheme (NatHERS), zones 20 and 27 (refer Appendix 3 Postcode Areas within NatHERS Zones). All schools in these areas receive airconditioning to their entitled spaces under the space and area guidelines. The remaining schools are not provided with cooling systems except where a concentration of mainframe equipment is located. Airconditioning is to be provided to all Special Developmental Schools. The most appropriate cooling system for a particular application will depend upon the nature of space to be cooled and the activity therein. A range of different systems may be appropriate depending upon their application. These include:
evaporative cooling; and refrigerated air cooling, including split airconditioning or console units as well as packaged units.
System selection should take into account the required amenity levels and employ a life cycle analysis process (over 15 years) to determine the most appropriate system based on total ownership costs.
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Selection of a suitable system should be based on its ability to provide cooling in an appropriate and adequate manner. Life-cycle analysis of systems that meet the amenity criteria should address:
capital cost including associated infrastructure costs such as electric sub-mains; maintenance costs for a realistic life of the system and its components; and energy costs on the basis of likely energy tariff rates, envisaged usage requirements (climatic
demands and hours of operation) and the ability of a particular system to be controlled in such a way as to match its operation time to actual occupancy requirements. The following table offers guidance in the selection of cooling systems for various school areas where cooling is required. It is a guide only, and the installation of any cooling plant should be justified by the amenity required in the area. The system selected should be based on a life cycle analysis.
Cooling System Type General Purpose Classroom (GPC) Physical Education (PE) Music Art/Craft Library Staff Admin Computer Science Tech Studies Home Eco
Evaporative Cooling Refrigerated Cooling Split Airconditioning Systems (Console Units)
X X X
X
X X X X
May be applicable Generally not applicable.
The actual cost of various systems will depend on amenity requirements, system design and site constraints.
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Energy Targets No cooling system should be installed until an energy target has been established and the performance of the proposed system compared with that target, and revised if necessary. Fabric and Services No cooling system shall be designed or installed until consideration has been given to reducing the cooling load to be satisfied. Items to consider include:
orientation of building blocks, with their longer axis set out in an east/west direction; minimisation of areas of east- and west-facing glass (less than 5% of floor area each); external shading of east-, west- and north-facing windows; insulation of roof (both reflective and bulk), walls and floors (if timber). Insulation shall be made
from material that has a zero Ozone Depletion Factor (ODF);

zoning of areas so that cooled areas are grouped and isolated from non cooled areas by means of
doors. If possible, cooled areas should be separated from the outside by air locks; and
doors shall be located, if possible, on the eastern side of the building to avoid hot northerly winds
(as well as cold southerly winds). Ceiling Fans and Cooling No cooling system shall be designed or installed unless ceiling fans have been installed. Natural Ventilation No cooling system shall be considered, designed or installed until the use of natural ventilation has been considered. Daylighting and Cooling No cooling system shall be designed or installed until consideration has been given to reducing the internal heat load of electric lighting by maximising the use of daylight from shaded windows or skylights. Controls All cooling systems shall use simple yet effective controls to minimise the use of cooling equipment while maintaining acceptable internal conditions. Thermostat settings should not be lower than 24C. Sub-metering All cooling systems should consider the use of electricity sub-metering (by blocks) for cooling in order to carry out energy cost audits, as well as the costing of out-of-hours use.
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Testing and Commissioning All installed systems should be tested and commissioned in accordance with the manufacturers recommendations to ensure that they work as specified. Maintenance Strategy Consultants should provide an ongoing maintenance strategy (including documentation) for use by school in relation to all refrigerated and evaporative coolers.
4.8.2
Evaporative Cooling
The cooler capacity should be based on a minimum of 35 air changes of the room volume served. Design air change rates vary throughout the State. Check with the cooler manufacturer for the recommended air change rate. The unit casing shall be either stainless steel, marine grade aluminium or stabilised UV resistant polymer with a suitably matched fibre glass or polymer water sump. Capital cost and operating environment shall be taken in to account when selecting the unit. All components (including the fan, pump and motors) shall be non corrosive and suitable for operation in a moist environment. Noise generation should be considered when selecting an axial or centrifugal fan unit. Local water supply should be taken into consideration when supplying the units. A water treatment plant may be required in some hard water areas. Each unit should be provided with a water sump dump valve to flush out sludge and concentrated salts. The sump bleed and drain valve discharge pipe shall not discharge onto metal roof surfaces but be piped to the nearest stormwater down pipe. Internal duct insulation shall be moisture resistant or contain a moisture resistant membrane. Flexible duct external insulation of glass or mineral fibre should be a minimum of 25mm thick. Smaller downwards discharge coolers may be supported off the rigid supply air duct. A suitable corrosion resistant support frame off building members for larger units should be supplied. Each evaporative cooling unit shall have a variable or multiple fan speed controller, an ON/OFF pump controller, and automatic dump valve operation. A purpose built weather cover, securely fixed to the unit, should be provided. The thermostat setting should not be lower than 24C. Sufficient openings to discharge the large volumes of introduced air must be provided. The use of attenuated ductwork should be considered. The length of ductwork should be minimised. Automatic dampers to close units when not in operation should be provided. Filters should be easily removable for cleaning. Time delay and time control switches should be considered. Controllers should be linked to a central time clock.
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Consideration should be given to evaporative coolers only in locations where there is reticulated town water. In other locations, refrigerative coolers should be provided. Consultants are to provide a servicing schedule for later implementation by schools in accordance with relevant legislative requirements. Evaporative coolers should be serviced four times a year for health considerations. An adequate and permanent means of access and an appropriate platform for the servicing of units should be provided. A hose spigot point adjacent to the unit is to be provided for unit cleaning.
4.8.3
Airconditioning Room and Packaged Plant
These airconditioning units comprise of window/wall units, split systems, packaged unitary systems and packaged split systems. The units shall comply with AS 1861. The units shall have hermetically sealed rotary compressors with reverse cycle capability and an automatic de-icing cycle. The condenser sections shall be fitted with screens or placed in an enclosure to protect the fans from damage by vandals. Adequate support and vibration control should be provided. Maintenance access and platforms for large roof-mounted plant should be provided. Refrigerative cooling can be used for special areas, but it should only be selected after evaporative cooling has been considered. Systems with energy efficient (high) coefficients of performance should be selected. The thermostat setting should not be lower than 24C. Time delay and time control switches should be considered. Controllers should be linked to a central time clock. Refrigerants used should have an Ozone Depletion Factor (ODF) of 0.06 or less, and comply with current environmental guidelines. Refrigerant leak detectors should be considered (refer to SAA HB40-1997). Consultants are to provide a servicing schedule for later implementation by the school. Adequate means of access for the servicing of units should be provided. Filters should be easily removable for cleaning. Ductwork in roof cavities shall be insulated to the R1.5 minimum standard and preferably R2. The provision of wall/ceiling insulation and window shading devices will effect the performance of units. Liaise with the principal consultant to determine the design conditions.
4.9
Fire Protection
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4.9.1
Fire Hydrants
Fire hydrants shall be provided to not less than the minimum requirements of the Building Code of Australia. 4.9.2 Fire Hose Reels and Extinguishers
Fire hose reels and fire extinguishers shall be provided to not less than the minimum requirements of the Building Code of Australia. All pipe work to hose reels shall be DN32 minimum and, where below and within buildings, be copper tube Type B in accordance with AS 1432 (unless contrary to AS 2419.1). Fire hose reels shall not be provided in external unsecured areas. Where the effectiveness of hose reels may be restricted by locked rooms, appropriate operational measures shall be arranged with the relevant building surveyor or relevant chief officer.
4.9.3
Smoke and Fire Doors
Smoke detectors shall be provided as well as magnetic hold-open devices to doors between smoke compartments. Equipment installation and system design should comply with the requirements of AS 1670 and associated Australian Standards.
4.9.4
Smoke Detectors and Sound Alarms
Smoke detectors and sound alarms (incorporating International Standards Organisation [ISO] emergency signals) shall be provided to not less than the minimum requirements of the Building Code of Australia and the relevant Australian Standards.
4.9.5
Emergency Signs and Lighting
Emergency signs and lighting shall be provided to not less than the minimum requirements of the Building Code of Australia.
4.9.6
Maintenance Log Books
Maintenance log books should be provided to schools in accordance with the provisions of DEECDs Annual Contracts: Guidelines for Building Services Maintenance in Schools as well as the Building Regulations.
4.10 Electrical Lighting and Power

Life cycle analysis of systems which meet the amenity criteria should address:
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capital cost, including associated infrastructure costs related to electric sub-mains, metering and
control gear
maintenance costs associated with a realistic life of the system and its components energy costs on the basis of likely energy tariff rates, envisaged usage requirements (climatic
demands and hours of operation) and the ability of the lighting system to be controlled in such a way as to match its operation time to occupancy requirements.
4.10.1 Design General It is important that lighting be considered in two forms: natural and artificial. For natural daylighting, the correct sizing and location of openings is the key factor. For artificial lighting, the correct sizing and location of energy efficient equipment and control systems is important. Design and construction should minimise the fossil fuel required to provide acceptable indoor light levels. Factors which will assist this include:
Fabric and Services
An awareness that the windows and skylights (the building fabric) and the artificial lighting (the services) both contribute to energy efficiency and are inseparable considerations.
Zoning
The building should be zoned into different lighting and control zones depending on the closeness to windows and skylights, and the tasks required to be performed.
Energy Targets
Energy targets should be set for each project.

Circuit Design
When utilising daylight, the lighting circuit should be designed to minimise artificial lighting. Circuitry should allow for night time use as well as maximum daylight availability. Where there are high levels of equipment (such as in staffrooms), consideration should be given to the creation of two circuits within the general purpose power circuit design. This would accommodate both 24 hour supply and supply which switches off after hours.
Powerline Carrier Systems
Powerline carrier systems are not currently recommended because of their present unreliability.
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4.10.2 Supply Tariffs The impact of a demand tariff on future energy costs should be considered when planning a new facility. For new and upgrade projects, review the electrical tariff proposed and ensure that it is the most advantageous to the school. Green Power Consider recommending green electricity (i.e. electricity made from renewable sources of energy such as photovoltaic cells) that will reduce greenhouse gas emissions from the school. Check that tariffs are comparable to commercially available contract prices, especially in the contestable marketplace.
Meters Provide electrical meters on a per block basis to individually measure lighting, power and plant usage so that energy use profiles can be easily obtained.
4.10.3 Main Switchboard Design Equipment and conductors shall have a short circuit rating of not less than the maximum prospective symmetrical RMS short circuit current values on incoming terminals at the operational voltage. The short circuit rating shall withstand fault currents for a minimum of one second. The degree of protection required shall be IP20 for internal installations and IP54W for external or plant room installations. Provide at least 25% spare capacity in the ratings of main incoming busbars and main switch/isolators, and 25% spare capacity for extra sub-circuits and circuit breakers. Ensure there is sufficient capacity in the switchboard for planned future stages of school development, including all relocatable buildings necessary to meet peak enrolments. Switchboards and associated electrical conductors must be protected by fire-resisting construction (refer Building Code of Australia, clause C2.13). Location Locate the main switchboard to suit the layout of the site, taking into account the following:
easy access for supply authority meter reading; minimising the consumers mains cable length; centrality of the switchboard to electrical loads served; and its access for maintenance without undue disruption to the operation of the school.
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The main switchboard is generally located in the administration area because of its central location and function. An emergency luminaire should also be considered above the location of the switchboard to facilitate safe viewing in the event of partial power failure.
4.10.4 Distribution Switchboards Generally, the same conditions apply as in Section 4.10.1 with the exception of the following:
miniature DIN rail-mounted fault-limiting circuit breaker switchboards should only be
installed. Separation shall comply with Form 1 of AS 3439 Part 1;

fault rating of busbars shall be calculated at the incoming termination of the distribution
switchboard but at not less than 18kAmp/second;

where RCD protection of general purpose outlets is required, this should be provided at the
relevant circuit protective device within the distribution board; and

specify the maximum number of general purpose outlets or final sub-circuits per RCD device.
Spare capacity should be included in the switchboard for planned future stages of school development. Distribution switchboards and associated electrical conductors must be protected by fire-resisting construction (refer Building Code of Australia, clause C2.13).
4.10.5 Wiring Cables All cables shall be double insulated (i.e. PVC, XLPE-insulated with a PVC sheath), MIMS or fire resistant polymer insulated and sheathed. Single insulated building wire will not be accepted. Copper conductors shall be multi-stranded and not less than 1.5mm2 for lighting or 2.5mm2 for power final sub-circuits. Cables with conductor sizes greater than 35mm2 per phase shall be single core double insulated with a multi-stranded conductor. Cables should be sized to carry the intended electrical load, taking into account the maximum demand, methods of installation, short circuit capacity and voltage drop. Utilise AS 3008 Part 1 when sizing cables.
4.10.6 Power and Special Connections General Purpose Outlets All general purpose outlets shall be connected to a final sub-circuit and protected by an ELCB (RCD) rated at not more than 30mA. Sub-circuits excepted are those permanently supplying appliances storing perishable goods (refrigerators, freezers), appliances with high earth leakage currents (stoves, pie warmers, kilns, dish and clothes washers, etc.), and life supporting equipment (fish tanks, etc.). Single phase outlets shall:
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comprise a rocker operated switch and 3-pin plug base with flat earth pin, mounted on a
common moulded impact resistant plastic flush plate and separate surround plate;
incorporate a permanent method of circuit identification (IP stud, label, etc.); be stainless steel or weather resistant in wet areas such as kitchens and laundries; and be weather resistant where installed in plant-rooms and external areas.
Locate 10-amp single-phase double general purpose outlets in accordance with the following:
at 15 metre intervals along corridors; four per general classroom (i.e. two at the front and two at the rear); and extra general purpose outlets to special class rooms as required.
Three-phase outlets shall:

be surface or semi-recess mounted; be of weather resistant type (i.e. Clipsal 56 Series); and incorporate: (a) rotating switch mechanism, (b) 5-pin plug base, (c) spring loaded flap, and (d)
screw-neck to plug base. Permanently Connected Equipment Isolating switches should be provided for each item of permanently connected equipment. Isolating switches shall be:
rated at not less than the circuit protective device; mounted adjacent each item of equipment; and flush mounted for internal installations and surface mounted weatherproof for external
installations. Special Conditions Emergency stop (off) push buttons should be provided for trade rooms and laboratories adjacent to each exit door. Push buttons shall incorporate mushroom head with latch and twist release. Push buttons will trip off all power circuits within the respective room/laboratory.
4.10.7 Artificial Lighting Light Sources The installed capacity for lighting should aim for 8 watts of fluorescent lamp power per square metre. Provide instant restrike high efficiency light sources such as linear or compact fluorescent lamps. Install other less efficient sources in special areas (i.e. photographic laboratories, foyers, audiovisual laboratories, etc.) as required.
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Fluorescent lamps shall comply with AS 1201, Minimum Energy Performance Standards (MEPS) and be 16mm diameter (T5), triphosphor lamps. Single tube luminaires are recommended for most applications. Triple fluorescent lamp luminaries over 600mm in length shall not be used. Luminaires used in conjunction with T5 lamps shall be of a design originally intended for the T5 lamp. T5 retrofits for existing fluorescent luminaries are not acceptable. Bare or exposed lamp luminaries are also deemed unacceptable. All luminaries shall have photometric files to NATA accreditation and EMC compliance as per Australian Standards. Where a prismatic lens is used, a minimum of K19 is recommended. The following table provides guidance on the recommended lighting for selected areas within a school.
Area Fitting Installation Options Recommended Illuminance Levels AS 1680.2.3 1994 Fitting Types Lamp Type Diffuser Types
General Purpose Classroom Physical Education Computer Science/Home Eco Music Art/Craft Library Staff Administration Tech Studies S SM R 1xF 2xF 1 x HB HOF Tri F MH L/P Guard *
S/SM S/SM S/SM S/SM S/SM S/SM SM/R SM/R S/SM = = = = = = = = = = = =
240 240 320* 320 320 320* 320 320 320*
1xF HB and HOF 1xF 1xF 1xF 1xF 1xF 1xF HB and HOF
Tri F MH and Tri F Tri F Tri F Tri F Tri F Tri F Tri F MH and Tri F
L/P Guard L/P L/P L/P L/P L/P L/P L/P
Suspended Surface mounted Recessed Single tube fluorescent Double tube fluorescent High bay fitting High Output T5 Luminaires designed for areas above 3m Tri Phosphor fluorescent Metal halide Prismatic lens Impact Protected Task lighting to be considered.
A common style of lamp should be used throughout the project, thereby minimising the requirement to store different lamp types for maintenance. The following table provides indicative installation and operational costs for various options in a comparable lighting environment:
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Fitting Type
Indicative Capital Cost ($/m)
Indicative Operation Cost ($/p.a./m)
Tri phosphor fluorescent - single tube (1 x 58W) - double tube (2 x 36W) - single tube (1 x 36W)
65 50 70
1.30 1.70 1.36
Notes: Unit cost of electricity Annual operation Capital cost
= = =
$0.10/kWh 1500 hours 1997 fitting supply costs only excludes installation costs
Compact fittings should be provided which maximise useful light by means of efficient reflectors and diffusers, including silver reflectors. If downlights are required, select compact fluorescent types. Should low voltage downlights be selected, 10,000-hour lamps in combination with Australian Certified Electronic Ballast should be used. Correct installation and airspace shall be provided in accordance with the manufacturers recommendations or a suitable surface mount luminaire should be selected in its place. In upgrades, consider delamping as appropriate. Consider the replacement of luminaires installed prior to 1980. (For more information, consult the Energy Smart School Infosheets: School Lighting, available from Sustainable Energy Authority Victoria, (03) 9655 3260). Where additional luminaries are required for an area and the number does not exceed more than one third of any existing luminaries, then the equivalent lamp technology may be used. For renovations, consideration should also be given to the relocation of existing luminaries into lesser-utilised areas and the installation of new technology luminaries to capitalise on energy efficiency and reduced maintenance. In larger areas with higher ceiling heights, consider metal halide luminaires with a ceramic arc lamp or high output T5 luminaires. Ballasts Fluorescent lamps should be power-factor connected and provided with low loss ballasts. Subject to their operating cost, dimmable ballasts may also be considered in conjunction with daylight sensors. Auditoriums and halls may consider dimming for effect and/or energy efficiency in relation to the task Illumination Levels and Glare Indices Illumination and glare index levels shall be designed to meet the relevant requirements of the nominated Australian Standards (in particular AS 1680.2.3). Arrange luminaires to provide general uniform lighting throughout the illuminated space. Where higher local illuminance levels are required for specific tasks, provide suitable local task lighting or suspended luminaires
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Wiring Systems In general, arrange local switching to each room. Locate light switches on the jamb side of the main entry door to the relevant room. Switch mounting heights will generally be 1200mm above the finished floor level. Where a large room such as a library has two entry points, provide two-way switching at both doors. Arrange switching or daylight sensors to provide separate control of perimeter luminaires close to windows, and to alternate luminaire switching while maintaining uniform illumination. Access/Security Lighting Internal security lighting shall be provided in the form of unswitched or after-hours automatically switched luminaires. Luminaires shall incorporate low energy (high efficiency) light sources and should be located at building entries, changes of direction to external pathways, and stairs in corridors. High-pressure sodium lamps (SON) should be used for general flood lighting. Enclosed fluorescent lamps are appropriate for perimeter and access lighting and shall be of a minimum IP65 rating. Both these should be controlled by a daylight (photoelectric sensor). Incandescent and quartz halogen lamps should only be used in conjunction with a movement sensor where a high level of light is required for a short period of time. Consider an alternative colour light source for security lighting to distinguish it from normal lighting. Emergency and Exit Lighting Emergency and exit lighting shall be provided as required under the Building Code of Australia and in accordance, generally, with AS 2293 Parts 1 and 2. Any alternative systems should be assessed for compliance by the relevant building surveyor in accordance with the Code. Systems shall consist of single point type luminaires, and generally employ:
10-watt tungsten halogen self contained non-maintained mode emergency recessed type; 10-watt fluorescent self contained non-maintained mode emergency surface mounted type;
and
10-watt fluorescent self contained maintained exit signs.
Test Push Buttons or a Central Testing System shall be provided for testing the emergency and exit lighting in accordance with AS 2293.2. (Generally, the latter system would be applied to larger secondary colleges). Consider more efficient lights than the 10 watt noted above, provided they meet Building Code of Australia requirements. Lighting Switches Lighting switches shall generally be of the unbreakable polycarbonate rocker type, flush mounted where practicable, and adjacent to the closing side of doors. In plant-rooms, switches shall be of an industrial type rated to IP56.
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Flush mounted switches on columns and walls shall be mounted in standard size metal wall boxes to suit the wall construction. PVC wall boxes may be used for PVC conduits but only where permitted. Lighting switches shall be suitably rated to carry the switched load, with a minimum of 16 amp for fluorescent loads. Where multiple switches are provided, they should be clearly labelled as to the lights they serve. Alternatively, a plan indicating which lights are controlled by which switches should be placed next to the switch panel. Controls Lighting controls should be provided to ensure that lighting is only on when required that is, when the space is occupied and insufficient or no daylighting is present. Lighting controls may take the form of:
presence sensors to enclosed rooms, including general purpose classrooms; push button timers to infrequently entered rooms, such as store rooms; twist timers to classrooms (these typically allow the user to access lighting for a period of up
to two hours); and

centralised lighting control systems which, through a time clock and/or linked to the school
bell, automatically turn lighting off. A switch in each room provides manual control of all lighting. This system may also be designed to control lighting in response to available daylight. Any form of lighting control must provide a switch to enable users to switch lighting off. The following table provides indicative installation costs for various lighting control systems and a guide to their application.
Lighting Control System Type Occupancy sensing Passive infrared Occupancy sensing Microwave Light level sensing Internal Light level sensing External Local Time delay off Central timed off Indicative Installation Cost $/m $10 $10 $10 $250 per distribution board $5 $8 Comments Small areas (25m max.), internal or external, with infrequent occupancy. Large areas (greater than 25m), internal or external with infrequent occupancy. Areas with variable daylight provision Street lights, security light. Infrequently used rooms, such as store rooms, GPC All internal spaces.
Refer also Section 5.7.2 Security and Access Lighting and the DEECDs Emergency & Security Management website (http://www.sofweb.vic.edu.au/emerg/).
4.11 Special Services

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4.11.1 Fume Cupboards The construction, siting, installation, maintenance and use of fume cupboards is detailed in Australian Standard AS 2243-1. Section 4.4 states that operations which may produce flammable or toxic vapours should be carried out either in a fume cupboard or, if this is not possible, they should be provided with local exhaust ventilation. Australian Standard AS 1485 Safety and Health in Workrooms of Educational Establishments, recommends fume cupboards in laboratories as well as adequate or local exhaust ventilation in technology areas.
Technology Areas Depending on the courses offered by a school, there will be differing hazards associated with the likes of automotive engine testing, moulding plastics, etc. Schools must indicate to the consultant in their educational specification the courses they intend to offer and how they want to operate them so that a risk assessment can be undertaken and requirements determined. Exhaust ventilation fans should be considered a minimum requirement for fume cupboards.
Science Areas It is recommended that each preparation room have a fume cupboard (preferably single-sided) and that one also be made available to senior chemistry classes. Fume cupboards are usually not required in physics areas but they might need to be considered in biology and agricultural science (again, generally for senior classes, and depending on the chemicals used and experiments conducted).
Construction Construction materials should be selected to provide suitable resistance against chemicals handled. Generally, a PVC shell with a chemical resistant one-piece laminated work surface is suitable for most demonstration applications. Sliding sashes shall be toughened glass or clear acrylic and feature adequate corrosion resistant counter weights. Sashes shall remain in place whenever stopped with a fixed minimum opening of 50mm.
Services The following minimum services integral to fume cupboard construction should be provided:

Power Lighting Sink Water Waste
one double general purpose outlet (GPO) located either at the external top or side of the chamber but not within the chamber; one separately switched fluorescent luminaire (flame proof and corrosion proof) to provide 400 lux at the base; one 200mm diameter, 150mm deep conical cup sink; one gooseneck style cold water supply outlet over sink; and an acid neutralising tank into which waste can be discharged. 66
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Controls The following features should be provided:

separate fan and light controls; separate controls for water and gas services external to the chamber; labelled emergency isolation switches for electricity and gas; and automatic isolation of electricity and gas in the event of inadequate air flow.
Performance Select a fan and volume control system to maintain the required face velocity through an open sash area. The face velocity across the fully opened sash must measure 0.5 metres per second, and air exhausted through a fume cupboard must not be re-circulated to other rooms. The fume discharge point must be three metres above the roof. The noise level of the fan (as measured at the operators level) should not exceed 62dB(A). Commissioning tests (as indicated in AS 2243-8) must be performed by the supplier upon installation and the results reported to the school. There must be an adequate supply of replacement air to compensate for the volume exhausted. Centrifugal fans should be considered as a first choice in this operation. Siting The Australian Standard includes diagrams which indicate the distance fume cupboards should be from doors, walls, bench tops, etc. to minimise air flow disturbances.
4.11.2 Compressed Air Compressors Consider air cooled rotary scroll and rotary screw oil free compressor types. Compressors shall be driven by TEFC, squirrel cage induction motors rated to IP54. Ensure that adequate acoustic control measures are provided to maintain acceptable noise levels. Receivers Compressed air receivers should be provided in accordance with AS 1210, sized to maintain the number of compressor start/stop cycles within the manufacturers limits, and be completed with the following:
inspection opening; dial type pressure gauge; valved drain point and automatic condensate drain; and
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pressure relief valve.
Filters Determine the level of filtration required to suit each application. Provide, in every case, a minimum filtration system comprising a woven media material capable of removing water droplets and particulate material to 1.0 m. Ensure that separated liquids are automatically drained away from filter material. Each filter shall be completed with an integral pressure differential gauge assembly showing required replacement times. Pipe Work Permanent pipe work is to be Type B copper tube to AS 1432, excepting suitable flexible connections to the compressor unit. All joints are to be brazed where practical, and continuous pipe lengths should be maximised. All pipe work is to be concealed from view in normally occupied areas. Protection from mechanical damage, where exposed, is also to be provided. Install automatic condensate drains to the mains pipe work. Grade mains at 1:100 to drain points. All branches shall be taken from the top of the main pipe work, and all pipe work shall be sized to ensure that pressure loss does not exceed 10% of the design supply pressure. Valves Provide globe type valves for isolation and throttling purposes, and plate check type valves for nonreturn applications. All valves shall be connected by flange or union.
4.11.3 Reticulated Gas Services Scope The provision of reticulated bottled gas systems for specialist applications excludes LPG and vacuum systems. Standards Non Flammable Gases: Oxygen and Acetylene: Storage Facilities: AS 2896 1998 AS 4289 1995 Dangerous Goods (Storage and Handling) Regulations Statutory Rule No. 323/1989
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Enclosures Determine suitable locations for permanent storage of cylinders with regards to safe storage and handling procedures, security of plant and equipment, and capital costs. Preference should be given to external storage locations. Within each storage area, all cylinders (whether on-line, on-standby or spare) shall be securely restrained in an upright position. All cylinders for portable use shall be secured to stable, wheeled trolleys. Ensure an adequate separation of Class 2.1 and Class 2.2 materials.
Pipe Work Copper pipe work is generally acceptable for most services except acetylene where stainless steel shall be used. Pipe work should be sized for a pressure loss not exceeding 5% of the reticulated supply pressure.
4.11.4 Dust Extraction System Dust Extractors Units shall be self-contained mechanical cleaned type, located with regard to acoustic performance, equipment security and serviceability. Each unit shall feature:
statically and dynamically balanced centrifugal mild steel fan, direct driven by a 415V, 3
phase TEFC motor rated to a minimum of IP54 (maximum fan speed 1440 rpm);
woven fabric media with abrasive resistant properties, selected for optional performance with
regard to operating cost, collection efficiency and service life;

acoustic attenuation of the fan assembly and discharge ductwork where necessary (noise
levels within occupied areas and externally should be made acceptable);

electrical driven shaker assembly to clean filter media; bin type dust collector with robust sealing assembly; and explosion relief vent with minimal ductwork and changes in direction to a safe discharge area.
Ductwork All ductwork shall be of circular type galvanised steel, suitable for high pressure application in accordance with HVAC Duct Construction Standards published by SMACNA Incorporated (USA), and feature:
sizing for transport velocities not less than 18 metres per second; radiused bends and angled take-offs to main ductwork; steel flange type bolt clamps on joints enabling easy removal for clean out; clean out access panels, where required, and removable caps at end of duct runs; and blast gate dampers where required for balancing purposes.
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4.11.5 Lightning Protection A risk assessment will be carried out in accordance with AS 1768. A risk index of greater than or equal to 12 shall require the implementation a lightning protection system.
4.12 Centralised Energy Systems

Centralised energy systems should be avoided. Satellite boilers and smaller packaged airconditioning plants provide greater flexibility, control and energy savings. Effective temperature and time clock controls should be provided to all centralised boilers and packaged plant. Complex building automation (energy) systems should be avoided. Refer Section 4.6 Heating, Section 4.7 Ventilation and Section 4.8 Cooling.
4.13 Storage
Well-designed storage provides the space in which to keep essential articles and equipment. It must also facilitate their efficient use and handling. The provision of storage can represent a significant cost to the design and development of a school, both in terms of accommodation and ease of access. The planning of storage space is based on the need to:
create new or additional storage within available space; make access as convenient as possible; and protect articles from breakage, moisture, heat, cold, misuse, theft, etc.
Limitations of anticipated users must be kept in mind when installing new storage or re-assessing existing storage facilities. In addition to adult users, students may also have access to stored items. Safety and convenience are paramount. Items should be stored as close as possible to the point of use, or as centrally as possible where use occurs in various locations. Consider the following factors:
control of distribution or use; security of items; safe location of dangerous items; and location of bulk storage for receipt of deliveries.
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Department of Education and Early Childhood Development Section 5 - External Services
5.
5.1
EXTERNAL SERVICES
Introduction
When designing any given service, the designer is required to make use of the most cost effective materials and installation techniques available, commensurate with appropriate levels of service and durability, and in accordance with the philosophy outlined in this Handbook. All design, materials, workmanship, testing and commissioning shall comply with the latest revision of the Building Code of Australia and relevant Australian Standards. Where classes, types, etc. are referred to, they are in accordance with the relevant Australian Standard. All dimensions are in millimetres unless noted otherwise.
5.2
5.2.1
External Stormwater Drainage

General
A drainage system shall be provided to drain the site. All drainage in the region of buildings and paved areas shall be by combination of open inverts, kerb and channel, and underground drains as appropriate. Surface drainage in grassed areas may be collected by swale drains. Design of the drainage system shall be based on design methods outlined in Australian Rainfall and Runoff, and the relevant authoritys requirements. Where the site layout and falls provide an acceptable means of overland flood relief, the Average Recurrence Interval (ARI) adopted for design shall be not less than 5 years. In other cases the ARI shall be not less than 50 years. The legal point(s) of discharge shall be obtained from the relevant authority.
Rainwater Collection Consideration should be given to the retention of stormwater on site through the use of tanks. This water can be used as an alternate source for the irrigation needs of the school. Consideration must be given to the following when determining the suitability of rainwater tanks:
the purpose of the rainwater tank whether for irrigation or connection to specific fixtures
such as toilet cisterns (or both);

the location which best maximises the catchment area; the estimated roof catchment yield; and security issues.
In accordance with AS/NZS 3500 Part 1.2 Water Supply Acceptable Solutions, water collected and stored in rainwater tanks, and used as an alternated water supply, must not be used for human consumption.
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5.2.2
Pipe Work and Structures
Pipe sizes shall be not less than:

DN (nominal diameter)100 for connection direct to down pipes; DN150 downstream of any grated pit; and DN225 downstream of any side entry pit.
Pipe work materials shall be:

for DN100 and DN150, solvent jointed UPVC conforming with AS 1260; for DN225 and greater on straight runs without junction fittings, rubber ring jointed
reinforced concrete conforming with AS 4058 or rubber ring jointed fibre reinforced cement pipes conforming with AS 4139, of the appropriate class; and
for DN225 and DN300 straight runs with junction fittings, solvent jointed PVC conforming
with AS 1260 or rubber ring jointed fibre reinforced cement conforming with AS 4139, of the appropriate class. Junctions of pipes DN300 or smaller shall be made either with oblique or sweep junction proprietary fittings, or at pits. Junctions of DN100 or DN150 pipes with DN375 or larger pipes may be made with saddle type fittings. Junctions of pipes DN225 or larger with DN375 or larger pipes shall be made at pits. Pit covers shall be of a tight fitting bolted down design or have sufficient weight to prevent their easy removal.
5.2.3
Other Issues
The design of the drainage system shall address the following issues as appropriate:
on site retention; erosion control; litter control; sedimentation control; and maintenance.
5.3
5.3.1
External Sewer Drainage

Pipe Work and Structures
Pipe work materials shall comply with AS 3500.2.
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The preferred pipe work material is uPVC except where discharge or other conditions require an alternative material. Sewer inspection chambers shall be provided to facilitate maintenance, and be located at junctions of major sewer drainage runs and at not more than 60 metre intervals. Additional overflow relief gullies shall be provided to maximise the protection of buildings against blocked sewers.
5.3.2
Other Issues
The design of the sewer drainage system shall address the following issues as appropriate:
grease arrestors; neutralisers; solvent/oil interception; acid drains; trade wastes; and maintenance.
5.4
External Water Supply
The supply of water is governed by the relevant Australian Standard as well as regulations and bylaws exercised through local water authorities.
5.4.1
Pipe work, valves and fittings shall comply with AS 3500.3, with the additional requirement that all pipe work below buildings and concealed in buildings shall be copper tube Type B in accordance with AS 1342. The preferred pipe work materials are:
for DN32 and greater, UPVC except for the limitation above and the limitations of AS
3500.1; and
for DN25 and smaller, copper tube Type B in accordance with AS 1342.
5.4.2
Backflow Prevention
Provide all backflow prevention devices as required by the relevant authority and AS 3500.3.
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5.4.3
Irrigation Systems
Provide irrigation systems as appropriate to garden and grassed areas. Refer Section 7.5.2 Irrigation Systems.
5.4.4
Other Issues
The design of the external water supply system shall address the following issues:
enclosure of equipment to prevent vandalism; and dual supply to site where practical.
5.5
5.5.1
External Gas
Natural Gas Meters
Meter enclosures shall be well secured. Meter by-pass pipe work facilities should also be provided.
5.5.2
LP Gas Storage
Size bulk storage tanks and cylinders with regard to the maximum required vaporisation rate, practical delivery intervals and cost. Carefully locate bulk storage tanks and cylinders with regard to statutory requirements, physical security, and ease of refilling or replacement. Provide external tanks with 75mm thick concrete plinths extending 500mm beyond the tank enclosure and with an 1800mm high chain mesh enclosure and lockable access gates. Tank finish shall include abrasive cleaning, prime painting and top coating. A lockable, corrosion protected sheet metal enclosure with concrete base should also be provided for external cylinders.
5.5.3
Pipe Work
All consumer pipe work shall be Type B copper tube to AS 1432. All joints are to be brazed where practical. Pipe work installed in the ground shall be complete with a corrosion resistant external wrapping. Ensure an adequate separation distance from other in-ground services, structures and earthing electrodes. Do not install pipe work within concrete slabs and avoid installing pipe work under buildings where possible. Size pipe work to limit pressure loss to mandatory limits, and include a 10% safety factor. Where LPG is likely to be replaced by natural gas within five years, allow for natural gas in the pipe work design.
5.5.4
Gas Booster
Gas pressure booster devices are to be avoided where possible. Where required, locate them carefully and ensure that adequate acoustic measures are provided to meet acceptable ambient and internal noise criteria.
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5.6
5.6.1
External Fire Protection

General
Provide a hydrant system to satisfy the minimum requirements of the Building Code of Australia, unless dispensation is obtained from the relevant chief officer.
5.6.2
Fire Hydrants
Preferred hydrant installations are external dual head individually controlled outlets, with access and hard standing for a fire appliance to connect to the hydrant. Maximum hose length should not exceed 20 metres. Internal hydrants are not preferred.
5.6.3
Pipe work, valves and fittings shall comply with AS 2419.1. The preferred pipe work material is UPVC except for the limitations on use imposed by AS 2419.1.
5.6.4
Other Issues
The design of the external fire protection system shall address the following issues:
fire brigade booster connection; booster pumps; source of water supply if street mains supply is inadequate or not available; hose couplings compatible with relevant fire brigade; use of street hydrants to minimise the number of on site hydrants; appropriate valving for hydrants and hose reels; and signage and notices.
5.7
5.7.1
External Electric Light and Power

General Power
All general power outlets provided externally shall be of the following type:
surface mounted; weather resistant with IP56 protection rating; have rotating switch mechanism; feature integral 3-pin with flat earth single phase socket or 5 round pin three phase socket;
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include spring loaded flap; screw neck to plug base; and feature keyed switch mechanism, if necessary.
Sub-circuit cabling should be installed to outlets either internally concealed within the building structure or within rigid non-metallic or metallic conduit. Non-metallic conduit subject to UV radiation should be suitably treated to prevent degradation through its life. Exposed cabling is not acceptable.
5.7.2
Security and Access Lighting
Adequate security lighting to the perimeter of all buildings should be provided to ensure safe access. Consider lighting pathways and roads within the school. Consider, also, those needs and applications associated with out-of-hours tuition, community hiring of facilities, and vandalism. Consider metal halide with electronic gear on pole luminiares for energy efficiency and prestige. Useful security hints and practical advice can be obtained from the DEECDs Emergency & Security Management website (http://www.sofweb.vic.edu.au/emerg/). Controls Lighting shall, in general, be controlled by a photoelectric cell in conjunction with a time controller. Additional energy savings are available if motion detectors are used to activate lights rather than flood light an entire area. Note that movement detector switching is not appropriate for High Intensity Discharge lighting or for lighting that has start up and restrike periods. Consideration should be given to car park lighting, lighting from car parks to buildings, and building illumination. Light Sources Security and access lighting should consist of high efficient light sources. High-pressure sodium lamps (SON) should be used for general flood lighting. Fluorescent lamps are appropriate for perimeter and access lighting. Both these should be controlled by a daylight (photoelectric sensor) in conjunction with a time clock. Incandescent and quartz halogen lamps should only be used in conjunction with a movement sensor where a high level of light is required for a short period of time. Luminaires Luminaires should be vandal resistant, have a power factor corrected to 0.85 lagging or better, with superimposed pulse igniter circuits where igniters are required. Control and Sub-mains Exterior lighting shall be controlled. Where lighting for areas such as playing fields, courts and car parks, etc., is located at some distance from the main buildings or internal distribution switchboard, consider installing a local exterior distribution switchboard to service this load.
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5.7.3
Underground Services
Underground cable conduits should be supplied and installed for the enclosure of HV and LV cables. Cable conduits for HV and LV cables shall be laid at 750mm and 500mm (to top of conduits) below finished surface levels respectively. Where cabling is subject to mechanical damage or is installed with less cover than specified above, metallic protection to cabling must be provided.
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Department of Education and Early Childhood Development Section 6 Communication Services
6.
6.1
COMMUNICATION SERVICES
Introduction
The Victorian Department of Education and Early Childhood Development is the number one user of IT in Australia and among the worldwide leaders in the use and implementation of ICT (Information and Communication Technologies). The State school system consists of over 1700 sites which are connected to a WAN (Wide Area Network) and each has their own LAN (Local Area Network). Over 200,000 computers are in use in Victorian schools (2005). These are made up of PCs, Notebooks, Administration PCs, portable devices, etc. Over 210, 000 network points are installed in schools to maintain the LANs within the school system and to allow for flexibility. Over 9000 wireless network points are now installed in every school and this is expected to be maintained in new installations. Wireless communications is not a replacement for a structured cabling system. It compliments the cabling system and adds some flexibility. High-speed broadband access will be delivered to every site. The overall design of any new building or school construction is required to maintain the States leadership in ICT and encourage its use in the school environment. This Section of the BQSH has been updated to reflect current Departmental standards and requirements. It makes clear how funding has been allocated and details new requirements for Category 6/Class E cabling, wireless technologies, and touches on VoIP (digital voice) technologies. The involvement of the Information Technology Division in new school designs and an ICT check sheet are new initiatives.
6.2
ICT Architecture
Communication services in schools cover data (administrative, curriculum, etc.), emergency warning systems, video (including audio-visual), voice (telephone), library automation, public address, TV antenna (including satellite dish), and security. There is also block (or entry) cabling which brings services onto the site, distribution (or facility) cabling which carries the service to each building or parts of each building, and room cabling which carries the service to the point of use in each room or space. Multi-campus sites are now required to be linked for communication services. Wireless technologies have been installed at every school since 2005 and are required to be installed in new buildings.
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Each of these services, their infrastructures and cabling, can involve separate suppliers and installers. It is a requirement to converge all telecommunications and communication services where possible. Convergence may be extended to other services as appropriate if it is beneficial to do so. Final design decisions may have to be made in the presence of an informed school community. It is clear, however, that there will need to be a well-designed structured cabling system, with a support system or ducting that offers significant flexibility and expansion throughout a school. A schools cabling infrastructure should be established according to this BQSH and associated documents. The infrastructure for administrative systems is to be merged with the school network when cabling is installed. Separate computer equipment will be supplied by the DEECD to run the administration network. Professional advice should be sought in relation to the scope and potential of communications infrastructure. The information provided in this section is of a general nature only but sets the minimum DEECD standards. All design, materials, workmanship, testing and commissioning shall comply with the latest revision of the relevant Australian Standards and the Building Code of Australia. The current DEECD standard for communications cabling is Category 5E/Class D for existing sites and Category 6/Class E for new sites. Alternatives such as fibre to the desk and Category 7/Class F, or the expected 2006 standard for augmented Category 6 cabling, can be investigated if requested. Budgeting may not provide for these technologies.
6.3
Budget
The allocated budget covers the supply and installation or support of the following ICT infrastructure requirements: design; structured horizontal communications cabling system for all areas of the school, including administration areas, teaching spaces, staff areas, classrooms and resource areas; backbone connections between buildings (fibre and copper); communications cabinets; associated power outlets (dedicated for cabinets); pathways (cable trays, catenary wires, conduits, pits, etc); patch panels, cable managers, outlets, patch leads , fly leads; full installation and termination of all cabling; testing; manufacture certification (full minimum 15-year manufacturers warranty); PA system;
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telephone system; and intruder detection system (liaise with the Departments Emergency and Security Management Unit for specification requirements). The supply of switches 10/100/1000 with fibre connections where required to meet cabled requirements and computer allocation quantities, and the supply of a file server and printers are part of the communications cabling budget and not part of the computer allowance given to a school. It is recommended that funding for these items be put aside as a prime cost (PC) sum and allocated to the school IT manager to distribute. For budget education pricing, refer: http://www.sofweb.vic.edu.au/ict/itproducts/schools.htm.
6.4
Minimum Requirements
All new school developments are expected to have the following IT infrastructure supplied and installed during construction: a structured cabling system rated at Class E/Category 6 for new schools or a minimum Class D 2000/Category 5E where matching existing infrastructure; a fibre-optic network to interconnect buildings within the school and across multi-campus situations; access entry points for external connections including voice, power, security and high-speed broadband access (fibre-optic); networking for secure wireless technology as standard in all areas of the school on a basis of one network point mounted at two metres or above per every four (4) classrooms; a networked computer to student ratio of approximately 1:5 (plus servers, printers, etc); a suitable telephone system (either analogue or VoIP); security systems; PA system; facilities to interlink sites in the context of a proposed multi-campus environment (refer to the Departments Infrastructure Division for further information); active equipment to run computer interconnections, ie. switches; and a 15-year warranty on structured cabling system. It is expected that a specialist communications consultant be given responsibility for the design and implementation of a schools structure cabling and communications systems.
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6.5
Consultation and Communications Standards
The person responsible for the communications design is to discuss the network design with the school/DEECD representative and to implement any school requests where practical. Reference to the Information Technology Telecommunications Cabling and Planning Guidelines should be made at this stage. Consultation is to continue throughout the project, including discussion on the introduction of new technologies that may have developed during the planning period. The responsible person must provide and sign an ICT planning sheet provided by the DEECD.
6.5.1
New School Designs
All designs and specifications for new schools are to be signed off by the Departments IT Division and the school representative prior to implementation. A copy of the plans and specifications is to be delivered to the Department and the schools IT representative at a suitable time prior to implementation. See 6.6.2 for a standard specification that can be adopted to suit most environments. The Department is to be informed of the contractors involved in the structured cabling of the school.
6.5.2
Communications Standards
Cabling infrastructure will be carried out in accordance with Australian Standards, AS/ACIF mandatory standards, the BQSH and Departmental standards, manufactures guidelines and specifications. The Department makes use of three documents to assist with the planning and specification of telecommunications cabling. It is strongly recommended that these documents are referred to and adapted for use. The BQSH, however, shall override their generic content on issues concerning school-specific considerations. The first document Information Technology and Telecommunications Cabling Planning Guidelines should be considered when liaising with the school client and DEECD representative to ensure that all areas of IT have been discussed and evaluated. It is very important that the design be discussed with the client. The second document is the Standard Specification for Information Technology and Telecommunications Cabling. Consultants are welcome to use this document for Victorian Government work and to adapt it according to their requirements. The third document is ITD Cabling Routes, a series of diagrams for the preferred layout and installation of structured cabling support mechanisms. These documents can be found at: http://www.mmv.vic.gov.au/TelecommunicationsandBroadband.
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The following standards are mandatory at DEECD sites and represent a minimum for all communications cabling installations. These are in addition to the regulatory AS/ACIF S008:2001, AS/ACIF S009:2001 and AS 3000. (Note: the ACA 008 and 009 standards were renamed AS/ACIF but are still the minimum mandatory requirement.) Standard ACA CPRs AS/NZS 3080:2003 Description Telecommunications Cabling Provider Rules 2000 (CPRs) Telecommunications installations Generic cabling for commercial premises (ISO/IEC 11801:2002, MOD) Telecommunications installations Telecommunications pathways and spaces for commercial buildings Telecommunications installations - Administration of communications cabling systems - Basic requirements Telecommunications installations Generic cabling systems Specification for the testing of balanced communication cabling Telecommunications installations Generic cabling systems Specification for the testing of fibre-optic cabling systems
AS/NZS 3084:2003 AS/NZS 3085.1:2004 AS/NZS 3087.1:2003 AS/NZS 3087.2:2003
In general, all equipment supplied, its methods of installation and the standard of workmanship, are to comply with the technical specifications, procedures, practices and standards published or established by the Australian Communications Authority (ACA), the Australian Communications Industry Forum (ACIF), Australian Standards (AS) and/or any planning and installation guidelines published by equipment and cabling system manufacturers.
6.6
6.6.1
Cabling for Communication Services

General
A central communications cupboard or room is to be supplied for each site. Backbone cabling should radiate in a star configuration to each building and then within each building from a centralised communications cabinet. At a minimum, voice and data services cabling shall be integrated, and a cross connection of voice and data channels should be achievable.
6.6.2
Location of Communications Room
The location chosen for the communications room shall take environmental and security concerns into consideration. Rooms should be well insulated and away from direct light sources. Cabinets should be supplied with a fan tray, installed to circulate the air.
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A communication area is generally required in each building. This is either provided through a communications cabinet or in a room, depending on equipment layout. Any building can contain the central communication area but, depending on the layout, select either: the most central building; the administration building; or a room near the library. Subject to consultation with the school technology team and the observation of appropriate standards, suitable space should be allocated for the communications room in liaison. Location may be dependent on incoming communications services.
6.6.3
CD (Campus Distributor) and BD (Building Distributor) Cabinets or Areas
A main communication cupboard or area CD is required in the building considered the Point of Connection by the communications carrier. This area may act as a point of connection for incoming cables and this may be the nucleus of the star configured cabling in the complex of buildings. BDs are required in each building and might be combined with the CD. If the building length is greater than 180 metres, or multiple floors are being constructed, additional BDs may be required. UTP cables used for the distribution of voice, video and data should be avoided when the layout length of buildings exceeds 90 metres. The communication cabinet shall: be installed within a communications cupboard or area; be metal, with 19-inch internal mounting brackets; be a minimum 12 RU cabinet height, with expansion space available for an additional 50% capacity; be freestanding or wall mounted; be a minimum of 450mm deep, with a preference for 600mm deep where freestanding cabinets are selected; be lockable, with sides and a door; be provided with an internal power rail to the cupboard (power to be supplied on a dedicated circuit); provide patch lead cable management in all cabinets (one manager for each patch panel); use 24 port loaded patch panels; incorporate fibre-optic termination trays as required; provide patch lead and flylead for each cabled outlet (2); incorporate a fan tray at the top of full-height cabinets; and feature a cable tray in full-height cabinets for cable connections..
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All cables shall radiate from a communications cabinet patch panel and be terminated, and all patch panels and cabling shall meet minimum accepted DEECD Standards. Careful consideration should be given to cabinet cable entry; refer http://www.sofweb.vic.edu.au/ict/lan/standard.htm for information on ITD cable routes.
6.6.4
Horizontal Communication Cables within Buildings
Cables shall be a minimum UTP Cat 5E/AS/NZ Class D 2000 at existing sites. All new cabling for new sites shall be a minimum of Category 6/Class E Cabling. Professional advice should be sought with respect to the planning and establishment of data networks. Cabling will be selected in accordance with published standards only. Cabling shall be installed as structured cabling (combined voice, data, etc) within the school network. All cables shall terminate on patch panels, with 8-way modular connectors (RJ45) at the cabinet and 8-way modular sockets at the telecommunications outlet (TO). Cable terminations shall meet the T568A colour code standard. Where schools have existing networks, every effort shall be made to match brands of component. Patch leads and fly leads shall be used and will match the installed rating of the cables. All components will be marked with the A TICK from the Australian Communications Authority. Fibre to the desk, Patch by Exception systems and Category 7 Class F systems are permitted, but these are more difficult to administer and some are generally more expensive. Further advice should be sought before proceeding with these systems. Sufficient access for communication cables is to be provided at each stage to accommodate additional cabling at a later stage. Warranties shall be supplied for a minimum of 15 years lifetime. This warranty shows that a certified system with matching components has been installed, that the manufacturer has certified and trained the cabling company, and that the product used is suitable to support such a warranty. It also provides a fail-safe if the installer goes out of business, the manufacturer continuing to support the warranty. Category 6 cabling systems rely on precise installation practices, and any compromise in termination and installation practices will affect the whole network.
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6.6.5
Cabling Options
This table summarises various cabling options:

Standard
AS/NZ Class D 2000/ Category 5E AS/NZ Class E 2000/ Category 6 AS/NZ Class F/ Category 7 Draft to be Ratified June 2006 ISO/IEC 11801 ed 2.1 New Class E TIA 568B 210Augmented Category 6 OM3 Fibre OS1 Single Mode Fibre
Maximum Length
90 metres plus 10 metres patch leads 90 metres plus 10 metres patch leads 90 metres plus 10 metres patch leads 90 metres plus 10 metres patch leads
Bandwidth
100Mhz 250Mhz
Speed
10/100/1000 Mbs 10/100/1000 Mbs (10 Gig up to 55metres) 10/100/1000/10000 (10 Gig capable 90 metres) 10/100/1000/10000 (10 Gig capable 90 metres)
Where Used
Existing schools New schools
650Mhz
Shielded system highspeed video streaming requirements Non-shielded system high-speed video streaming requirements Between buildings Between campuses over 275/550 metres
625Mhz
Length dependent on speed requirement Unlimited
High Very High
10/100 2Km 1000Mb 275 metres 10 Gig
6.6.6
Area
Recommended Horizontal Cabling Quantities

Minimum Number of Outlets
5
Description
Primary/secondary schools with normal computer ratio requirements. One point can be used for voice if required. IT teaching area allowing for printers, links and other peripheral devices. High usage area. Computers used occasionally. Staff area might be staff rooms breakout rooms, teacher preparation area. Administration PCs will generally be housed in one area. Phone points will be required as per administration staff numbers. Wireless network points are required at a height of 2 metres . It is envisioned that 1 point in each classroom will be required in the future. PODs should not be larger than 12 PCs.
Standard Classroom IT-focused Classroom Library/Resource Area Arts, Music, Cooking etc Staff Areas Administration
28 22 4 1 per staff member plus shared printers/phones 1 outlet per 150 permanent student population plus server, printer, phones 1 outlet per 4 classrooms
Wireless
PODs
6-12 plus printer
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6.6.7
Fibre-Optic Backbone Cabling
Due to the increase in network traffic across a school site, fibre-optic connections shall be provided between all new communications cabinets within a building. Links to separate buildings will be interconnected with fibre-optic cabling only. Links between campuses will be interlinked with fibre where possible, or wireless options may be explored. All fibre-optic links will comprise of either OM3 50/125M multi mode fibre or OS1 9/125M single mode fibre. OM1 and OM2 62/125M style fibres shall no longer be used. Fibre-optic conversion switches or transceivers must be supplied or allowed for in a prime cost (PC) sum. All fibres shall be a minimum of 6 core but shall be increased by one pair for every 24 network points per communications cabinet. OS1 Single mode fibre shall be installed for lengths over 550 metres in order to guarantee gigabit speed connectivity and future 10 gigabit requirements. SCA connectors will be used for single mode connections. Hybrid OM3/OS1 is acceptable, but all cores must be terminated. All fibre-optic cores shall be terminated at both ends of the installation.
Cabinet Network Points Quantity Fibre Core Size to Link to Main Cabinet Fibre Type <550mts >550mts
24 48
6 Core 8 Core
OM3 OM3
OS1/hybrid OS1/hybrid
All cable is to be protected from damage. Cabling between buildings in new sites shall be run underground and shall be designed for that purpose and installed in conduits. Conduit joints shall be glued to reduce water ingress. Sufficient access for communication cables is to be provided at each stage for the provision of additional cabling at a later stage.
6.6.8
Copper Backbone Cabling
Copper communications cabling used between buildings is to be protected from damage. Cabling required to be run underground shall be designed for that purpose and installed in conduits. Adequate space for expansion shall be supplied Cabling between communications cabinets within a building may be used for distances less than 90 metres. One UTP cable per 24 port switch should be installed. Voice Tie cables may be Category 3 / Class A, and run up to 2000 metres.
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6.7
Conduit Between Buildings
A minimum of one conduit for each service shall be provided for voice, data, security and video links between buildings. There must be suitable access/draw pits. All communications conduits are to be white and sized according to the AS/ACIF 009 standard or AS 3000, with a minimum of 50mm for voice and data and 32 mm for security and video. (Note: confirm conduit colour with the DEECDs Emergency and Security Management Unit (ESM) for security services.) These conduits shall radiate in a star configuration from the central communications area to each new building and have a draw wire installed. It should be noted that once cables are installed in a conduit, additional cables added at a later stage may damage existing cables. Conduits must have at least a 25% spare capacity built in. Consideration should be given to the installation of spare communications conduits. Intruder detection system cabling from the central communications area is to be carried in a conduit used exclusively for that purpose. All conduits installed on a site that has a concrete slab base shall be installed in the slab, directly to the communications cabinet /security cabinet that they are to supply. All communications conduits shall be buried to a depth of 500mm and have the following colour: white communications and voice; and orange security (refer ESMs School Alarm System Specification).
6.7.1
Conduits Between Multi-campus Sites
All sites that are potentially multi-campus sites shall have consideration given to the interlinking of these sites, whether they are part of the initial site or not. A fibre-optic solution is preferred, the favoured method of connection via underground privately owned conduit. These conduits should be run to a suitable location where a communications pit can be installed to faciltate connections to other campuses at a later date. Designers need to allow for connection to other campuses if they are building a new campus for an existing school. This may include liaising with new estate developers to secure space in service trenches during establishment. Interconnection options include (1) single mode fibre-optic links and (2) wireless. Single Mode Fibre-Optic Links All supporting infrastructure is to be installed and supplied by the builder in consultation with the DEECDs Infrastructure Division and ITD when works require additional funding. A minimum size fibre shall be 12 core and increased if a collapsing backbone design is being used between many sites. A minimum of one gigabit connection shall be maintained between sites.
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Wireless Some sites will not lend themselves to a fibre-optic solution. Once the fibre options are exhausted, designers may look at wireless options. This may require masts, antennas, and cable infrastructure to be installed and supplied to maintain a line of site connection between sites. Equipment for this style of connection would be recommended to the school and a prime cost sum allowed. Additional funding may need to be requested from the DEECDs Infrastructure Division. Schools require two LANs across the links. An administration and a curriculum connection must be available. Wireless links between campuses are different to the LAN wireless network installed in a classroom. Stand alone multi-campus solutions are not optional without, first, consulting the DEECDs ITD and Infrastructure Division.
6.8
Active Equipment
All new schools and school buildings have a budget amount allocated for network infrastructure cabling, including active equipment. The preferred option is for 10/100 switches with gigabit uplinks to be used. If fibre-optic cables are present, consideration shall be given to switches that have built-in, populated fibre-optic transceiver ports. All active equipment is available from preferred suppliers who provide special education pricing. These companies are listed at: http://www.sofweb.vic.edu.au/itb/SUPPLIER/SUPPLIER.HTM. Active equipment quantities and design should be discussed with the school learning technology coordinators and TSSP technicians assigned to the school. Please contact the Departments regional IT manager to verify the technicians details. Active equipment now includes specific Cisco Wireless products. This should be discussed with ITD at DEECD. An allocation of one WAP (Wireless Access Point) per 4 class rooms will be sufficient to start with but cabling is to allow for a 1 WAP per 4 Classroom scenario at minimum. It is envisioned that a 1:1 wireless to classroom ratio will be required in the future. (Note: wireless connectivity does not replace cabled connections.) Consideration should be given to factoring a prime cost (PC) sum for this equipment to the school. School refurbishments do not have funds allocated for active equipment.
6.9
External Communication
telecommunications carrier; and satellite connection.
There are two main connections to external communication services. These are for:
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External communications will terminate at the communication cupboard.
6.9.1
Telecommunications Carrier Connection
As of mid 2005 there are new details for service providers. For details, please see below. The telecommunications connection will be effected through the supply of either a multipair cable or optic fibre cable to the site, and will terminate at the main distribution frame. This will allow provision of high-speed data services in the form of Telstra GWIP (Government Wide-Band IP) or BDSL (Business Digital Subscriber Line). The following considerations shall be given to the provision of the Telstra TCS GWIP (optic fibre) or BDSL (copper) services: Telstra hardware and services require physical space and associated electrical power supply and electrical connections to cables entering the building; the space allowed needs to be sufficient to allow staff to work on the equipment in accordance with health and safety guidelines; it is recommended that 6 to 10 RU (rack units) of rack space be provided at each site for the housing of Telstra equipment (Telstra will assume all equipment is to be rack mounted unless otherwise advised prior to order; the fibre patch panel is also to be rack mounted); and all other equipment, including the BDSL modem and frame relay NTU are available only as freestanding units and only suitable for shelf mounting, preferably within a communication rack.
6.9.2
Telstra TCS GWIP
Telstra will provide the following hardware items for the provision of GWIP (4Mbps+): fibre access; fibre patch panel; a GWIP Switch (typically a Cisco 3550) providing one Ethernet interface; and a TCS router Cisco 2811.
6.9.3
Telstra TCS BDSL
Telstra will provide the following hardware items for the provision of Business DSL (Up to 2Mbps symmetric): copper (2 wire) access; BDSL Modem (typically an Adtran modem) with an Ethernet 100BaseTX interface; and a TCS router Cisco 2811. 89
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6.9.4
TCS Equipment Dimensions

Dimensions (H x D x W) 4.45cm x 41.66cm x 43.82cm 4.45cm x 36.58cm x 44.45cm Adtran Total Access (TA) 544R NTU shelf mounted 1RU Power Consumption 105W with standard power Catalyst 3550-24: 65W, 222 Btus per hour 240VAC
Equipment Model Cisco 2811 router Cisco 3550-24 switch Adtran BDSL modem
Note: The Cisco 2811 router is extraordinarily deep (416.6mm) and will not fit in some standard communication racks. A communication rack of at least 450mm depth is required to house the Cisco 2811 router. Wall mounting kits are available for the Cisco 2811 router so that, in a situation where the router can not be rack mounted, the router can be mounted vertically on a wall to conserve space. The Cisco 2811 router has three fans that operate at a slower speed to conserve power and reduce fan noise at ambient temperatures below 32oC. They operate at high-speed in ambient temperatures above 32oC.
6.10 Voice Services

Voice systems are now separated into two streams: PABX and VoIP (Voice over Internet Protocol). Consideration should be given to the size of the site, cost versus flexibility, ease of adds moves and changes, and multi-campus situations. VoIP systems are now considered mature and may result the requirement of less cabling infrastructure, especially in the backbone at school sites. A decision should be made at the start of the planning process as to which type of Voice system is to be used so that the infrastructure can be designed around that system.
6.10.1 Analogue Telephone Systems The telephone system should comprise the following minimum: sufficient exchange lines for day-time traffic and night-time security (see following table); sufficient extensions for efficiency and emergency needs; one or more private lines for emergency purposes (rotary switching will allow daily use also); flexibility for staged construction and expansion; data service capabilities; readily available support (training and maintenance); VoIP ready; and
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voice mail for all staff with central indication of mail waiting for individuals. Power fail attachments should be installed. The level of telephone service which may be required is outlined in the following table:
Enrolment
150 300 700 1000 1250 1500 2000
Exchange Lines
2 3 5 7 9 11 14
Extensions
10 13 20 27 33 40 47
Extensions will be distributed through the school, approximately one handset to every second room. For emergency purposes, the extensions shall be distributed among any separate or distant buildings. Relocatable buildings should be included in the telephone system. A cordless extension should be available for use in the grounds. Cordless phone should not be of the 2.4 GHz frequency due to interference with the school wireless network. One extension should be available to the staff centre and located to minimise noise interference. Other telephone services required in schools are: security line; fax line; and modem line (check if required locally). Computer or video communications should be carefully considered. Extra exchange lines will be needed for interactive television. Cabling is to be combined with the structured cabling communications system and terminate on 8-way modular patch panels (RJ45) within the communications cabinet. PABX tails are to be presented at the communications cabinet on 8-way modular patch panels (RJ45) within the communications cabinet. Note: If a telephone system is upgraded or changed, this may affect the security line. This should be discussed with the DEECDs Emergency and Security Management Unit, tel: 03 9589 6266.
6.10.2 Handsets All handsets will be capable of hands free and intercom usage. Only administration staff will have executive style handsets with liquid crystal display.
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6.10.3 Multi-campus Situations In a multi-campus situation (whether primary school or secondary college), a PABX telephone system is recommended for each campus. This will allow the systems to be networked and provide an integrated communications infrastructure across all sites. A school which may become multi-campus can rent tie lines as needed.
6.10.4 System Expandability All key systems and PABXs installed shall have an expansion capacity to meet the maximum extension requirements of the site.
6.10.5 VoIP IP telephony is a technology whereby one or more of the functions of a traditional telephone system (such as PABX, telephone handsets, voice mail, tie lines, switchboards, call accounting and billing) are implemented over a LAN and/or WAN using the internet protocol. With VoIP: telephony and data can be brought to a workstation through a single data line (switch port), reducing distribution cabling requirements; telephone backbone cabling can almost be eliminated; handsets (terminals) with a login facility can assume the number and calling profile of whoever has logged in, just as computer desk-tops are profiled based on login (this is very effective for hot desking where staff are regularly moving their current workstation around a building, site or anywhere within a corporate WAN); Software-based phones can be installed directly onto computers; and the overall system call control (and therefore administration) typically resides on servers at a single site (plus possible backup site). For a system spanning multiple sites via a WAN, this is a significant advantage compared to programming and administering moves, adds and changes, as well as least-cost routing on PABX switches, at every site, especially as users move between sites or sites are moved. Among the disadvantages: QOS (Quality of Service) protocol must be available on switches running the system. This requires the installation of a Layer 3 managed switches environment. POE (Power Over Ethernet) switches will assist in reducing the number of local power requirements for handsets, but powered switches need to be investigated carefully for load sharing and capacity. Handsets are expensive.
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If a VoIP phone system is installed, then a redundant power supply is strongly recommended as well as UPS and redundant links when interconnecting the system to other sites.
6.11 Intruder Detection System

Intruder detection system cabling is to be installed in strict accordance to DEECDs Emergency and Security Management (ESM) School Alarm System Specification. The security cabling and installers are pre-qualified, trained and experienced for this particular system. Systems installed by non approved installers will not be monitored by ESM. Intruder detection systems should not be part of the electrical contract. The Emergency & Security Management Unit (tel: 03 9589 6266) will provide a detailed sectionalisation list from architectural drawings. This list is to be included in the builders construction specification. It is important to note the following matters: reliable power outlets are required for the system and must be installed by a licensed electrician; no surface conduit is allowed; cables shall be installed in conduit in accessible under-floor areas; and underground conduits must be buried to a depth of 500mm and in accordance with AS 3000 standards. For further information, consult the Emergency & Security Management website: http://www.sofweb.vic.edu.au/emerg/index.htm
6.12 Public Address System

Public address (PA) cabling is specific for this particular system. The PA system comprises a public address amplifier and speakers operating on a 100 volt line. The public address amplifier shall feature: 250 watt amplifier minimum; 3 balanced microphone inputs; 2 auxiliary inputs; record and slave input; pre-announcement chime; bell;
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emergency alert and evacuation tones; and monitor speaker. Three types of microphone will be connected to the system. These are: desk paging microphone; cardioid microphone with a floor stand; and radio microphone.
6.13 Clock-Bell Services

The provision of stand alone clocks in schools is preferred, so no infrastructure is needed for this service. Bell services can be achieved by the public address service. Again, no separate infrastructure will be needed if a public address service is selected.
6.14 Library Automation Services

These services should be connected to the school network and as such, will already be available in an integrated service. See Section 6.6.6 Recommended Horizontal Cabling Quantities. If special networking is required, consultation should be under taken with the school.
6.15 As-built Documentation

Hard and soft copies of as-built documentation must be submitted in accordance with Section 8.2 of the Standard Specification for Information Technology and Telecommunications Cabling which can be found at: http://www.mmv.vic.gov.au/TelecommunicationsandBroadband. Requirements include but are not limited to: drawings showing as-installed details; routes of cable runs; routes of conduit runs; rack frame layouts; manufacturers warranty details; manufacturers certification; communications cabinet locations and numbering scheme;
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full summary of test results of all cabling; and intruder detection system details.
6.16 Customer Acceptance

At the completion of all new school sites, an ICT check sheet must be completed and submitted to the DEECDs Information Technology Division. A walk-through of the site by ITD personnel will be performed to check for installation quality, compliance to the specification, and to check submitted as-built documentation. A walk-through should occur prior to customer handover but after cabling completion. The contractor will be required to rectify any non compliances within 3 business days.
6.17 Cabling Provider Rules Licence

All works must be carried out using personnel holding an open cabling licence with an ACA accredited Cabling Provider Rules (CPR) registration body, together with additional accreditation for UTP (unshielded twisted pair cabling) obtained from a training organisation recognised by the Telecommunications Industry Training Advisory Board. Any underground, aerial, security or fibre-optic cable works using CPR open licensed personnel will further have the respective qualifications for these specialties. Until the date of old licence expiry, cablers holding an old ACA Base General Premises Cabling Licence with UTP endorsement may also be used. All work shall comply with all ACA regulations concerning licence use. Any installer must supply a TCR1 (Telecommunications Cabling Advice Form) to the client upon completion of works.
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6.17.1 ACA Accredited Industry Registrars

Example registration number
Australian Cabler Registration Service (ACRS) Register Australian Security Industry Association Limited (ASIAL) Register BICSI Registered Cablers Australia (BRCA) Register Fire Protection Association Australia (FPA Australia) Register
A S B F
TITAB Australia Cabler Registry Services (TITAB ACRS) Register T
6.17.2 Registration Card Example This is an example of a new-style registration card issued by one of the above registrars. Please note that endorsements such as that of UTP and Fibre specialties are no longer mandatory in order to work on these products. It is strongly recommended that all installers of ICT cabling and security systems in schools can prove that they have these endorsements, and a check of the registration should be performed prior to work commencing. These details are to be recorded on the ICT check list. The installer must also record these details on a TCA1 (Telecommunications Advice Form) to be handed over on completion of the installation.
Note voluntary endorsements
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6.18 Classroom Layout
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6.19 Typical Cabinet Layouts

Read in conjunction with http://www.sofweb.vic.edu.au/ict/lan/standard.htm for information on ITD cable routes
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Department of Education and Early Childhood Development Section 7 Site Works
7.
7.1
SITE WORKS
Introduction
A well maintained, functional and aesthetic school site has a positive influence on student values, behaviour and performance. All aspects of site development, including landscaping, should be reflected in a schools masterplan. Landscaping should not be dealt with in isolation but form an integral part of the overall development. Every effort should be made to retain existing trees of use and importance. To achieve this, a proper survey should be carried out of all significant trees and site features prior to any masterplanning. The development of school grounds should be focused to satisfy goals in three major areas:
provision of a safe, manageable, pleasant and ecologically responsible outdoor environment; provision of areas and facilities which meet outdoor curriculum requirements; and provision of areas and facilities which meet outdoor play, assembly and physical education
requirements. It is important that school grounds are developed to meet these goals in a balanced and comprehensive manner. In the context of school facilities provision, site development comprises five distinct categories:
roads, footpaths and hard courts; fencing; planted landscaped areas; covered ways; and site improvements.
The extent of site development will vary and the needs and priorities of new and existing schools will clearly differ. For example, a new school project usually requires more site development than a major facilities upgrade at an existing school. During the design phase of the buildings and site, it is the responsibility of the principal consultant to ensure that careful consideration is given to specific site development requirements, bearing in mind the approved budget for this. Other important issues to be addressed during the planning of a site development scheme include:
requirement for a complete site masterplan incorporating, among other things, weather
protection and shading at a scale not less than 1:100 and on an accurate survey base (this is mandatory for new school projects, but may not be necessary for all facilities upgrade proposals);
current and proposed school/community funded improvements; functional and safe access around the site for pedestrian and vehicular traffic; emergency access;
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maintenance and security (the ongoing cost of site maintenance can be minimised by careful
planning through all stages of design);

direct routes to a full range of facilities (e.g. toilets, drinking fountains, canteen, hard court
areas, etc.);
provision of non-slip path surfaces; passive recreational area requirements; active recreational area requirements; planting to stop erosion, mark boundaries, provide shade and shelter, channel pedestrian
traffic and provide visual screening (generally, planting should have regard to maintenance, aesthetic and educational values); and
provision of disabled access throughout the site, including car parking in accordance with AS
2890. All design, materials and construction shall comply with the Building Code of Australia and relevant Australian Standards. In terms of environmentally preferred materials, contact EcoRecycle Victoria: http://www.ecorecycle.vic.gov.au/. (With respect to construction, demolition, refurbishment or landscaping, waste minimisation planning can lead to a reduction of site waste and a more intensive use of materials.) Useful security hints and practical advice can also be obtained from the DEECDs Emergency & Security Management website: http://www.sofwed.vic.edu.au/emerg/. Details relating to landscaping must be addressed in the Design Development report.
7.2
7.2.1
Roads, Footpaths and Hard courts

Vehicle Access Roads
Vehicle access roads provide functional and safe access onto the site. For safety reasons, they should be separate from pedestrian access paths. On-site staff parking should be designed with minimal site intrusion, and the extent of access roads should be minimised. Consideration should be given to a single point of vehicle entry into each staff car parking area. For economic reasons, delivery vehicle access is usually incorporated into the staff car park. Delivery vehicles will require access as close as possible to areas such as administration, canteen and technology. Direct access to these areas, however, is not mandatory and the trolleying of equipment and goods over short distances is acceptable. Access roads are usually constructed of heavy duty asphalt (recycled concrete aggregate and asphalt may, where feasible, be specified) with associated kerb and channel. Speed traps, signage and bollards should be considered in the interests of safety. Consideration should also be given in the planning of site facilities to the access and circulation of emergency vehicles such as ambulances and fire trucks.
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7.2.2
Parking Areas
There is no requirement for the Department to provide staff car parking. However, where site conditions permit (and subject to the availability of funds), provision will be made in accordance with the following long-term enrolments.
Enrolment Primary School Car Spaces Secondary College Car Spaces Special Developmental Schools Enrolment Special Developmental Schools Car Spaces Special Schools Enrolment Special Schools Car Spaces
1-99 100-199 200-299 300-399 400-499 500-599 600-699 700-799 800-899 900-999 1,000-1099 1,100-1199
8 14 21 27 34
11 20 30 36 44 51 59 67 76 84 92 100
1-8 9-16 17-24 25-32 33-40 41-48 49-56 57-64 65-72 73-80 81-88 89-96 97-104 105-112 113-120
6 8 10 13 16 19 22 26 30 34 38 42 44 46 48
1-12 13-24 25-36 37-48 49-60 61-72 73-84 85-96 97-108 109-120 121-132 133-144 145-155
6 8 10 13 16 19 22 26 30 34 38 42 44
Considerations which may influence the location of staff car parks include:
access for staff from car park to buildings; and access to physical education facilities (these can be shared with the community during after
hours). A minimum of one parking bay should be provided for the disabled as part of the entitlement as specified in the Building Code of Australia. A staff car park should be constructed of heavy duty asphalt with kerb and channel, line marking and pram crossings.
7.2.3
Waste Disposal
A waste disposal facility is usually incorporated adjacent to the car parking area and sited as close as possible to the street boundary. This is necessary for safety reasons and limiting the intrusion of pickup trucks onto the site. The waste disposal bay should be constructed of heavy duty concrete. Suitable screening should be considered around the waste disposal facility. Operational wastes are those generated once a facility is in use. These include food wastes, beverage containers, paper, cardboard and other packaging materials. Effective design should ensure that classrooms, staffrooms, canteens, libraries etc. have areas allocated where waste and recycling bins are placed. The waste disposal facility (from which waste and recyclables are collected) should be of
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a size to accommodate and store these materials prior to pick-up. The facility should also take into account the size of collection vehicles and methods of collection (eg. lift mechanism, etc.).
7.2.4
Pedestrian Paths
A path network is required to provide a safe, functional and direct means of access to and around school buildings. Access is required from the car park to buildings for staff, visitors and deliveries. Disabled access is required from the car park and street frontage to and around the buildings in accordance with current Australian Standards. Disabled access is not required to every door of every building but, rather, to each separate functional area within the school. Paths are generally hard-paved or made of non-skid surfaces such as concrete. Surfaces such as gravel and granitic sand are not acceptable due to associated maintenance problems. Permeable surfaces such as rubber, no fines concrete and other surface treatments may be considered, subject to budget and applicability. Recycled concrete aggregate and asphalt may, where feasible, be specified for pedestrian paths. Path widths should suit their anticipated usage and, in general, be a minimum of 1500mm wide. Footpaths should be wide enough at building entrances to provide sufficient paved area for students waiting to enter, especially if external access to classrooms is employed.
7.2.5
Hard courts and Paved Areas
New Primary Schools One double hard court is to be provided as well as a paved area equivalent in size to a single hard court. The hard courts should be constructed of light duty asphalt (recycled concrete aggregate and asphalt may, where feasible, be specified) and are usually marked in accordance with Sport and Recreation Victoria (Department of Victorian Communities) guidelines for basketball, netball and volleyball. The asphalt courts should be marked in a north/south orientation. Basketball and netball fittings should be provided as required, and sleeves should be supplied for any other games posts. The hard courts are regarded as an important physical education facility and should therefore be sited in close proximity to the gymnasium and outdoor grassed playing area. The paved area should be conveniently located for school assembly purposes. New Secondary Colleges Two double hard courts are to be provided. The hard courts should be constructed of light duty asphalt (recycled concrete aggregate and asphalt may, where feasible, be specified) and are usually marked in accordance with the Sport and Recreation Victoria guidelines for basketball, netball and volleyball. The asphalt courts should be marked in a north/south orientation. Basketball and netball fittings should be provided as required, and sleeves should be supplied for any other games posts.
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7.3
Playground Equipment
Only approved playground equipment may be erected in school grounds. In general, approved equipment includes:
sandpits; slides; horizontal and vertical ladders; horizontal bars; gymnastic combinations; jungle combinations; climbing nets and frames; and climbing ropes (fixed).
All equipment design and installation should conform to AS 1924 Parts 1 and 2, AS/NZS 4486.1 and AS/NZS 4422. The following items are not approved for use in schools:
seesaws; swings (including log swings); maypoles; merry-go-rounds; roundabouts; and flying foxes.
All apparatus must be fixed unless specifically designed to be portable. Concrete footings should be set with the tops of the footings at least 200mm below ground level and backfilled. Under-surfacing to an average compacted depth of 250mm should be provided and maintained in a loose condition. In general, playground equipment should not be more than 3 metres above ground level, with a fall height of no more than 2.5 metres. The equipment must be at least 2.5 metres away from any fences, buildings or other similar objects. There should be at least 2.5 metres between items of equipment. Written confirmation that the playground equipment and its installation meet the requirements of the Australian Standards should be provided by the supplier. All playground equipment should be inspected weekly and repairs and maintenance carried out immediately. Particular attention needs to be given to the undersurfacing beneath the playground equipment. Information and advice is available from the Playgrounds and Recreation Association of Victoria (PRAV); tel. 9412 4013, fax. 9412 4013, email prav@netspace.net.au .
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7.4
Fencing
A perimeter fence to enclose or define the extent of the site should be provided to a minimum height of 1200mm. Any adjoining party fencing requirements will need to be investigated by the principal consultant.
7.5
7.5.1
Landscaping
Sports Playing Field
In general, the available stripped top soil resulting from building works is spread to create flat playing areas. Assessments should be undertaken at the commencement of the planning process to define what is practical for the site. The yield of top soil stripped from the building site should also be assessed. All playing surfaces need to be drained with falls across the playing surface and adequate sub-surface drainage. At least two quick-coupling valves should be provided within the playing areas. All grass mixes should be drought tolerant, with a minimum of flowering species (such as clover) to minimise the attraction of bees. New Primary Schools A flat, well drained, grassed open playing area should be provided subject to the dictates of topography and available space (nominal field/oval dimensions of 110 x 90 metres). New Secondary Schools A flat, well drained, grassed open playing area should be provided (nominal field/oval dimensions of 165 x 135 metres).
7.5.2
Irrigation Systems
Appropriate water reticulation should be provided to enable grassed areas to be maintained. Quickcoupling valves should be provided in a suitable layout. The installation of an irrigation system alone may not achieve the best results in water conservation. Systems should be carefully chosen using expert advice where appropriate. An ongoing irrigation management plan is recommended to prevent over irrigation. A good example of best practice is included in the South East Water website www.southeastwater.com.au. Refer to Education & Environment Irrigation Management and download the document Efficient Irrigation: A Reference Manual for Turf and Landscape. The websites Irrigation Calculator is of further assistance.
7.5.3
General Grassed Area
All areas of the site not required for other purposes will be converted to general grassed areas. Trees may be planted through these areas to provide future shade.
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Refer Section 7.8 Planting Guidelines, for planting information.
7.5.4
Garden Beds
Provide a minimum 150m2 of ground level mulched garden beds to match existing grades and site contours, where possible, and service these with fixed water spray systems. The use of a dripper system should be explored in lieu of expensive pop-up sprays. Fixed spray heads should be avoided due to vandalism. Garden beds should be located in less heavily trafficked areas. Composts and mulches can reduce water consumption and eliminate weed problems, thereby reducing maintenance costs. Composts and mulches made to standards AS 4454 (composts, soil conditioners and mulches), AS 3743 (potting mixes) and AS 4419 (soils for landscaping and gardens) should be employed in landscaping applications where feasible to do so. Refer Section 7.8 Planting Guidelines, for planting information.
7.5.5
Shade Areas
Due to Australias high skin cancer rates, sun protection is an important health and safety issue that schools need to address. Providing well-designed shade at the school will help protect students and staff from the suns harmful UV rays. Effective shade provides shelter from the suns UV radiation at the right time of day and at the right time of year. Shade alone can reduce overall exposure to the suns ultraviolet (UV) rays by about 75%. Shade should be designed to offer the greatest protection during peak UV radiation times and usage periods. In Victoria, UV Index levels are highest from September to April. About 60% of daily UV radiation reaches the earths surface during the middle of the day. Therefore, sites with high usage at that time have a higher priority for shade. When planning for shade, please refer to Shade for Everyone: a Practical Guide for Shade Development. Call SunSmart on (03) 9635 5148 for a free copy, or download a version from the SunSmart website: www.sunsmart.com.au. When planning school grounds, consideration should be given to developing shade areas appropriate for student use. SunSmart recommends that shade audits be conducted to:
establish usage patterns at the site; determine the daily/seasonal movements of the sun; assess the quantity and usability of existing shade; assess the need for additional shade; and provide recommendations concerning additional shade (if required)
The best types of shade have extensive overhead or side cover, and are away from highly reflective surfaces. The shaded area should also be an inviting space so that students will want to use it. When planning school grounds, consideration should be given to developing appropriate shade areas for student use. This can be done in a variety of ways.
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Natural Shade Natural shade should be a major element of shade provision within a school. Trees with dense foliage and wide spreading canopies provide the best protection. Where possible, preserve all existing and suitable shade trees on site. Optimise the use of this existing shade by, for example, removing low branches so that students can play underneath. For the longer term, locate shade planting in areas where students tend to gather, such as lunch and passive playground areas. The shade tree chart on page 19 of Shade for Everyone provides information to help select trees appropriate to the site. Plant groups of trees in clusters to increase the overall size of the canopy and therefore increase protection. Built Shade As trees can take years to grow, it is recommended that built shade be constructed in the shorter term. Shade structures must be made in accordance with Building Code of Australia and Australian Standards. Any shade structure in fixed play equipment areas should be designed with reference to AS/NZS 4486.1:1997. The UPF (ultraviolet protection factor) rating system for shade fabric is presented in AS/NZS 4399:1996. SunSmart recommends that shade fabrics have a UPF of 15 or higher. These offer 90% protection from UV radiation. The shade area should be of sufficient height (three metres minimum) to make it light and airy and a welcoming space to use. Safety is a major consideration when designing built shade:
Columns and posts should be clearly visible, with rounded edges and/or padding, and located
to minimise intrusion into play and circulation areas.

Cables and guy ropes should be avoided where possible. If required, locate them in garden
areas and provide marking and padded protection.

Vertical barriers at the sides of the shade structure should be designed to prevent climbing.
Design shade structures to reduce indirect UV radiation. Modify or select surfaces to reduce reflected UV radiation, for example, replace smooth concrete with brick, grass or tanbark. Vertical surfaces such as walls should also be made of materials that reduce reflected UV radiation (for example, brick).
7.6
Covered Ways
These facilities link both permanent construction and relocatable amenities. In general, the covered way is a simple structure that comprises a galvanised frame with metal roof decking. Roofing and guttering shall be provided in accordance with Section 3.4 Roof. In the case of new school developments, covered ways should be provided to link relocatable units with permanent buildings. It is normal practice for modular buildings to be sited in cluster arrangements along a central covered way access spine, with relocatables attached to either side. Take-offs from the central covered way are to be provided at entrance points.
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Covered ways may also be considered as a means of providing undercover external access around and between permanent buildings. They can also provide useful shade to buildings and windows. This should be addressed by the principal consultant as part of the building design process.
7.7
7.7.1
Improvements (new schools)

Seating
Formal outdoor seating (100mm length per student and an overall school minimum of 20 metres) shall be provided. Seating configurations should take into account prospect/vista, shade, age group, gender and their benefit in terms of social development and interaction.
7.7.2
Litter Bins
Outdoor litter bins (one for every 30 students and a school minimum of one) shall be provided.
7.7.3
Flagpole
One flagpole, with all the attachments needed to raise a flag, shall be provided.
7.7.4
External Signage
A system of external signs listing different parts of the school and clearly directing people to their intended location should be provided. It is of particular importance that signs at the entry to the site clearly direct visitors to the school office. Signs are important for both delivery and periodic maintenance, and should be vandal proof, informative, accurate and visually interesting. Signs are labels which establish a tone and, as such, are key to many first and lasting impressions.
7.8
7.8.1
Planting Guidelines
General Hints
Approximate planting distances:
: : :
Plants of up to one metre (300mm to 600mm apart); Plants from one to two metres (one metre apart); and Plants from two to two and a half metres (one and a half to two metres apart).
This allows for the usual 30% death rate.

Plant eucalypts and other large trees within a suitable distance from buildings and sewerage.
This ranges from two to six metres, depending on the size of the tree.
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Trees in clumps look more natural if planted in uneven numbers. Vegetation groupings
should create significant places and gestures within school grounds.

Plant several clumps of one particular type. For instance, five clumps of different species of
acacias, melaleucas or eucalypts would emphasise the diversity of plants within each genus; while flowering times, fragrance, texture and leaf shape are some of the variables within each genus. A suitable area for such planting would be an unused corner at the edge of an oval or playground.
Avoid planting trees under the eaves of classrooms or planting tall shrubs in front of
windows. Judicious planting, however, can shade some windows and provide a cooling effect. Deciduous trees offer shade in summer and let in the light during winter.
Plant shade trees near car parks. Avoid planting trees with large seed pods, such as Eucalyptus ficifolia, near hard-paved
areas. Children can slip on these pods.

Avoid thorny, poisonous or fruit bearing plants. Before planting native trees, attempt to find out which trees and plants are indigenous to the
area. Such plants have a high success rate and are valuable in terms of local ecology.
Plant shrubbery areas thickly so that weeds wont survive. In general, shrubs will grow as wide as they are high, and for this reason one metre garden
beds are not useful planting areas.

Small or established trees:
: :
for native trees, results are better with small trees, particularly in hard soils; and in areas of high traffic, established trees are suggested.
7.8.2
Particular Plants
Quick Growing Native Trees Eucalyptus globulus Tasmania Blue Gum Eucalyptus leucoxylon rosea Red Flowered Yellow Gum Eucalyptus nicholii Willow Leafed Peppermint Eucalyptus saligna Sydney Blue Gum Eucalyptus torquata Coral Gum
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Quicker Growing Deciduous Trees Acer negundo Box Elder Alnus incana Grey Alder Fraxinus raywoodii Claret Ash Quercus cerris Turkey Oak Hardy Native Shrubs Large Acacia cultriformis Knife-edge Wattle Acacia floribunda Catkin Acacia Acacia iteaphylla Gawler Range Wattle Acacia longifolia Sallow Wattle Acacia pravissima Ovens Wattle Acacia stricta Hop Wattle Acacia verniciflua Varnish Wattle Callistemon citrinus Lemon Scented Bottlebrush Callistemon linariifolius Narrow Leaf Bottlebrush Callistemon salignus Pink Tips Bottlebrush Callistemon viminalis Weeping Bottlebrush Casuarina nana Grevillea rosmarinifolia Rosemary Grevillea Grevillea Clearview David Grevillea Pink Pearl Grevillea glabrata Grevillea poorinda hybrids Hakea laurina Pin Cushion Hakea Hakea saligna Willow Hakea Hakea suaveolens Sweet-scented Hakea Leptospermum lanigerum Woolly Tea-tree Leptospermum petersenii Lemon-scented Tea-tree Melaleuca armillaris Bracelet Myrtle Melaleuca decussata Cross Leaf Honey Myrtle Melaleuca diosmifolia Hardy Native Shrubs Small-Medium Acacia conferta Golden Top Acacia drummondii Drummonds Wattle Anigozanthos flavida Kangaroo Paw
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Astartea fascicularis Callistemon pinifolius Green Bottlebrush Calocephalus brownii Cushion Bush Grevillea Crosbie Morrison Grevillea dimorpha Grevillea juniperina Grevillea lavandulacea Leptospermum flavescens Tantoon Leptospermum scoparium Manuka Melaleuca hypericifolia Red Honey Myrtle Melaleuca incaca Grey Honey Myrtle Rhagodia hastata Salt Bush Thryptomene paynei Thicket Planting Acacia mearnsii Black Wattle Acacia melanoxylon Black Wood\ Plants to Avoid (Harmful to Humans) Hedera helix English Ivy Kalmia latifolia Kalmia Laburnum species Golden Rain Tree Lantana species Lantana Ligustrum vulgare Common Privet Melia azedarach White Cedar Myoporum insulare Boobialla Nerium species Oleander Prunus laurocerasus Cherry Laurel Wisteria sinensis Wisteria Plants to Avoid (Limb Droppers) Eucalyptus botryoides Mahogany Gum Eucalyptus camaldulensis River Red Gum Eucalyptus cladocalyx Sugar Gum Eucalyptus mannifera White Brittle Gum Eucalyptus viminalis Manna Gum (Ribbon Gum) Trees with Troublesome Root Systems
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Fraxinus species some Ashes Populus species Poplars Salix babylonica Weeping Willow Ulmus procera English Elm
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Department of Education and Early Childhood Development Section 8 Special Factors
8.
8.1
SPECIAL FACTORS
Introduction
Special factors associated with the construction of a facility may lead to additional costs and affect the budget of an otherwise standard building project. Investigations should demonstrate that alternatives have been evaluated, and all additions must be supported by estimates and quotations. Approval must also be obtained from the DEECD before incurring additional costs. Only in circumstances where an extraordinary item arises (and for which no monetary allocation has been provided) will approval of additional project funds be considered. Special factors affecting the cost of a building project include:
existing site conditions climatic conditions existing conditions impacting on building design access and servicing multi-storey or higher than normal buildings.
8.2
Process
The project budget may be increased at project initiation or during its development. Each of the factors listed in Section 8.1 need to be quantified and reasons and/or reports provided to justify such budget allocations. During the course of the documentation, the principal consultant must supply a detailed confirmation of the cost of each special factor specified in the original budget. Budget allocations will be modified and approved during the course of documentation accordingly.
8.3
Common Special Factors
It is not possible to identify all items that may be considered special factors, and only the most common are defined as follows.
8.3.1
Existing Site Conditions
Due to the condition of the site, additional works may be required to an otherwise standard building project.
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Such works may be generated by factors associated with:

rock flood prone land filled sites swampy ground site contamination. soil
slope of site (where the fall across the site is 1:20 or steeper) bulk excavation
fill provision
The impact on the construction method and/or the additional works involved must be identified and the likely cost quantified and approved by the DEECD.
8.3.2
Climatic Conditions
Design modification to an otherwise standard facility may arise as a result of climate. Snow entrances, for example, or proximity to the sea (generally within one kilometre) may incur an additional expense. The construction cost in a place of high rainfall, however, does not represent a design modification, and any impact of this kind should be covered in the DEECDs locality allowance.
8.3.3
Existing Conditions Impacting on Building Design
Due to site conditions, additional works may be required to an otherwise standard building project. Such works may be caused by:
asbestos; decanting requirements; poor structural or maintenance condition of the existing building fabric; and external nuisance (aeroplanes, trains, heavy traffic) where noise levels exceed acceptable
levels. The impact on the construction method and/or the additional works involved must be identified and the likely cost quantified and approved by the DEECD.
8.3.4
Access and Servicing
Due to the nature or location of the site, additional works may include or be caused by:
excessive service runs as a result of current service locations; the upgrade of existing external works and services as a result of additional loads imposed; buildings required to house engineering services (e.g. pump house, substation, gas meter
enclosure);
the bringing of service supplies to the site boundary;
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service and local government authority requirements (e.g. headworks and outfall charges);
and
temporary access.
The impact of the additional works must be identified and the likely cost quantified and approved by the DEECD.
8.3.5
Multi-Storey or Higher than Normal Buildings
Due to the site or the nature of previously constructed buildings on-site, it may be necessary for facilities other than single-storey buildings to be constructed. In these circumstances (and because of higher roofs, extra footings etc.), a budget increase for those buildings (or parts of those buildings) which exceed a single-storey may be considered. The impact of the additional works must be identified and the likely cost quantified and approved by the DEECD.
8.4
Items Not Generally Considered Special Factors
The following items are not generally considered special factors and are accommodated within other components of the project budget. Location Allowance In general, projects constructed outside the metropolitan area bring with them increased costs. Price Escalation and Rise and Fall during Documentation and Construction The DEECD does not budget for escalation or rise and fall costs when determining its budget for a project. Above Standard Facilities When projects are documented over and above the DEECDs current facilities standards, all additional costs are to be borne by the school. No additional funds will be provided.
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Department of Education and Early Childhood Development Section 9 Workplace Health and Safety
9.
9.1
WORKPLACE HEALTH AND SAFETY

Hazardous Materials and Conditions
The schools Occupational Health and Safety Representative should (before the commencement of any demolition, refurbishment or maintenance works) ensure that the builder/contractor arranges an examination of the building structure, equipment, fittings and all parts of the site by a competent specialist to determine, as far as practicable, the presence of noxious, toxic or explosive materials or conditions hazardous to the health of the school community or public if disturbed. The nature and location of each hazard shall be recorded by the builder/contractor and both the record and the proposed method of dealing with identified hazards should be included in a work plan. The principal consultant in conjunction with the Departments Program Manager is responsible for the receipt and management of this information, including identification of special factors that may have cost implications, etc. For further information, refer to Australian Standard AS 2601. Additional advice in relation to general emergency matters is obtainable from the DEECDs Emergency & Security Management Unit (tel: 03 9589 6266; http://www.sofweb.vic.edu.au/emerg/). To ensure that principal consultants have carried out their duties in accordance with all occupational health and safety requirements, they need to submit monthly reports to the Program Manager who, in turn, will collate these and submit them to the DEECD (likewise on a monthly basis).
9.2
Asbestos
It is the Departments aim to ultimately remove asbestos from all school buildings. While the most dangerous forms of this material have been attended to, asbestos-containing materials are still present in many existing facilities. All schools have had an Asbestos Risk Assessment (previously known as Asbestos Audit) carried out in accordance with Part 5 of the Occupational Health and Safety (Asbestos) Regulations 2003. This details the presence of any known visual asbestos-containing materials within the school. Before undertaking any maintenance, refurbishment, capital or demolition works, a school-appointed School Asbestos Co-ordinator will ensure that works involving the removal or disturbance of asbestos are carried out by contractors licensed by the Victorian WorkCover Authority, and that they have the required level of public liability and current asbestos insurance. The School Asbestos Co-ordinator must ensure that the builder/contractor responsible for the management and/or removal of existing asbestos material in school buildings complies with the Occupational Health and Safety ( Asbestos ) Regulations ( Parts 5 & 6 ) 2003. The principal consultants role in the course of a major building project is to: ensure that a Part 5 Asbestos Risk Assessment is included within the tender documentation or made available to tenderers during the tender process;
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Department of Education and Early Childhood Development Section 9 Workplace Health and Safety
ensure that a Part 6 Asbestos Risk Assessment (detailing the condition of the area to be worked in) is undertaken prior to the commencement of any project works; liaise with contractors prior to the commencement of any project works; liaise with contractors during the progression of works to ensure all that mandatory regulations are adhered to; and ensure the contractor conforms to the DEECDs Asbestos Management Plan. The following are requirements for asbestos works on DEECD sites: the school site is to be totally vacant during all asbestos removal works; all asbestos materials within the construction zone shall be removed as part of the project; and at the completion of the project, the principal consultant shall be responsible to arrange a new Part 5 Asbestos Risk Assessment and provide copies to the DEECD and the school.
9.3
Copper-Chrome-Arsenate (CCA) Treated Timber
Copper-chrome-arsenate (CCA) treated pine must not be used in any exposed location where students or members of the public are likely to come into intimate and frequent contact. For a list of alternative timbers to be used, please refer to AS 5604-2005. AS 5604 2005 identifies the different durability characteristics of various natural and untreated timbers, and specifies timber types suitable for use under various circumstances. The suitability of timber treatments is identified in AS 5605 2007 (Guide to the Safe Use of Preservative Treated Timber). Specific information on particular treatments can be found in the following consumer safety sheets: AS5605 SupplementsConsumer safety information sheet AS5605 Supp 1 Copper chrome arsenate (CCA)-treated timber AS5605 Supp 2 Alkaline copper quaternary (ACQ)-treated timber AS5605 Supp 3 Copper azole-treated timber AS5605 Supp 4 Light organic solvent-borne preservatives (LOSP)-treated timber AS5605 Supp 5 Creosote or pigment-emulsified creosote (PEC)-treated timber AS5605 Supp 6 Bifenthrin-treated timber.
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Department of Education and Early Childhood Development Building Elements
APPENDIX 1
BUILDING ELEMENTS
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LIST OF ELEMENTS
This attachment contains the National Public Works Conference Cost Control Manual list of element numbers, element codes, and element definitions. For a further detailed explanation, refer to the Manual. The element numbers are only used to determine the order of the elements. The element codes should be used for coding bills of quantity items as well as analysis by manual or computer means. An element is a portion of a project which fulfils a particular physical purpose, irrespective of construction and/or specification. Element Number Preliminaries 00 Substructure 01 Superstructure 02 03 04 05 06 07 08 09 10 11 Finishes 12 13 14 Fittings 15 16 Services 17 SF Sanitary Fixtures FT SE Fitments Special Equipment WF FF CF Wall Finishes Floor Finishes Ceiling Finishes CL UF SC RF EW WW ED NW NS ND Columns (Framed Buildings) Upper Floors Staircases Roof External Walls Windows External Doors Internal Walls Internal Screens and Borrowed Lights Internal Doors SB Substructure PR Preliminaries Elemental Code Element
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Element Number
Elemental Code
Element
Services (continued) 18 19 20 21 22 23 24 25 26 27 28 29 PD WS GS SH VE EC AC FP LP CM TS SS Sanitary Plumbing Water Supply Gas Service Space Heating Ventilation Evaporative Cooling Airconditioning Fire Protection Electric Light and Power Communications Transportation Systems Special Services
Centralised Energy Systems 30 Alterations 31 Site Works 32 33 34 35 36 External Services 37 38 39 40 41 42 43 44 External Alterations 45 Special Provisions 46 YY Special Provisions XX External Alterations and Renovations XK XD XW XG XF XE XC XS External Stormwater Drainage External Sewer Drainage External Water Supply External Gas External Fire Protection External Electric Light and Power External Communications External Special Services NP XR XN XB XL Site Preparation Roads, Footpaths and Paved Areas Boundary Walls, Fencing and Gates Outbuildings and Covered Ways Landscaping and Improvements AR Alterations and Renovations CE Centralised Energy Systems
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DEFINITIONS OF ELEMENTS Preliminaries

00 PR Preliminaries
It includes preliminary items as defined in Section 2 of the Australian Standard Method of Measurement of Building Works, where ascertainable. The percentage that this cost bears to the remainder of the net project cost will be stated on the summary page of the Cost Analysis Form (CA2).
Substructure
01 SB Substructure
The structurally sound and watertight base upon which to build. It includes basement and foundation excavations; piers, piles, pedestals, beams and strip footings; foundation walls; drop aprons; hardcore filling; work slabs and damp-proofing or other membranes; floor structures; subsoil drainage; ducts, pits, bases and service tunnels; entrance steps, ramps and their finishes; steps and ramps in the one floor level; structural screeds and toppings; covered swimming pools; all other work up to but excluding the lowest floor finish. It excludes site preparation (32 XP); basement walls (06 EW); columns above tops of bases (02 CL, 06 EW, 09 NW); floor finishes (13 FF); all non-structural work associated with the internal services.
Superstructure
02 CL Columns
The upright supports to upper floors and roof forming part of a framed structure. It includes internal and external columns from tops of columns to bases; column casings; all protective non-decorative coatings. It excludes portal frames (05 RF); columns to non-framed (load bearing) structures (06 EW, 09 NW); columns supporting awnings and attached covered ways (05 RF); columns supporting exposed attached external stairs (04 SQ all finishes (06 EW, 12 WF).
Note: Columns below lowest floor finish (e.g. in filled areas) are included in this element
because of the impracticability of splitting a column into two elements.
03
UF
Upper Floors
Floor structures above that at the lowest level.
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It includes all beams; concrete, precast and in-situ floors; waffle slab and filler block floors; metal floors; computer floors; timber framed floors; structural screeds and toppings; concealed insulation; balconies; overhangs and sunhoods integral with floors; steps and ramps in the one floor level; all protective non-decorative coatings. It excludes landings and ramps between floor levels (04 SC); balcony balustrades (06 EW); internal and external finishes (04 SC, 06 EW, 13 FF, 14 CF).
04
SC
Staircases
The structural connections between two or more nominal floor levels or to roof, plant rooms and motor rooms, together with associated finishes. It includes landings; ramps between floor levels; fire escapes; supporting framework; access ladders; spiral staircases; tread, riser, string and soffit finishes; balustrades and handrails. It excludes steps and ramps at changes in the one floor level (01 SB, 03 UF); ground level entrance steps (01 SB); lifts and escalators (28 TS).
05
RF
Roof
To provide a structurally sound and watertight covering over the building. It includes portal frames; roof construction; gable and other walls in roof spaces; parapet walls and roof balustrades; thermal insulation; roof lights and dormers with their sun screenings; eaves, verges and fascias; rainwater goods; internal storm water drainage runs; awnings and open lean-to roofs; all protective non-decorative coatings. It excludes rainwater goods to balconies and other unenclosed floor areas (03 UF); all non-structural work associated with the internal services; independent roofs to exposed attached external stairs (04 SC).
06
EW
External Walls
The vertical enclosure around the building other than windows and external doors from substructure to roof. It includes structural walls; basement walls and tanking above lowest floors finish; spandrel, curtain and window walls; external shop fronts; glazed screen walls; columns and isolated piers to non-framed (load bearing) structures; gallery and balcony walls and balustrades; solar screen walls; plant room air flow screens; all insulation to external walls; all external finishes to all columns, slab edges, beams, projecting overhangs and walls; lintels and flashings at openings; ring beams and stiffening beams not integral with floor, ceiling or roof slabs. It excludes all internal finishes to external walls (except screens and the like) and columns (12 WF); sills, thresholds and linings (07 WW, 08 E13); walls in roof (05 RF) and substructure (01 SB) and all doors (08 ED); sun protection to windows (07 WW) and sunhoods integral with floors (03 UF); fire places, hearths, flues and stacks (21 SH, 29 SS); beams integral with slabs (03 UF, 05 RF).
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07
WW
Windows
Openings in external walls to provide light and ventilation. It includes flyscreens; louvres; guard grilles; remote control gear; sun protection to windows; curtains, blinds, track and pelmets; window sills and linings; hardware; decoration. It excludes lintels and flashings (06 EW); special blackout facilities (16 SE); rooflights and dormers (05 RF); window walls and glazed screens (06 EW); sunhoods integral with floors (03 UF); solar screen walls (06 EW); window cleaning equipment (16 SE).
Note: Includes hardware and decorations, glazing and infill panels within window frames. Clerestory windows occurring in external walls to clerestories are included in this element.
08
ED
External Doors
The access ways into the building both for pedestrians and vehicles. It includes frames; linings; glazing; architraves; hardware; panels and highlights over; flydoors; roller shutters; garage doors; fire doors; grille and chain wire doors; gates; service cupboard doors and thresholds; decoration. It excludes frames forming an integral part of wire mesh or glazed screen walls (06 EW); lintels and flashings (06 EW); under floor access doors (01 SB); framing and glazing to sidelights to doors with or without highlights (06 EW).
09
NW
Internal Walls
Permanent division of internal spaces into separate rooms or to enclose duct and other non-useable areas. It includes walls; internal columns and isolated piers to non-framed (load bearing) structures; lintels, damp courses and bearing strips; stiffening beams not integral with floor, ceiling or roof slabs; part height solid walls glazed over to ceiling; unducted air-flow grilles; fire walls and smoke screens. It excludes internal screens and borrowed lights (10 NS); wall finishes (12 WF); works in roof (05 RF) and substructure (01 SB); part height solid walls (10 NS); fireplaces, hearths, flues and stacks (21 SH, 29 SS); beams integral with slabs (03 UF, 05 RF).
Note: Part height solid walls are screens (by definition) and included in element I0 NS.
10
NS
Internal Screens and Borrowed Lights
To screen off or temporarily divide internal spaces into separate compartments and to allow the transfer of light through internal walls. It includes proprietary type office partitioning; glazed screens; internal shop fronts; fold away and operable walls; overhead frameworks and supporting beams; chain wire and grille
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screens; toilet partitions and screen walls; borrowed lights; balustrades and rails not associated with staircases; all finishes and decorations. It excludes all doors (11 ND); counters and wall hatches (15 FT).
11
ND
Internal Doors
Passage ways through internal walls, internal screens and partitions, and to provide access to service cupboards and ducts. It includes frames; linings; glazing; architraves; pelmets; hardware and door grilles; chain wire and grille doors; toilet doors; cell and strong room doors; fire doors roller shutters; service cupboard doors; duct access panels; fanlights and panels over and linings to blank openings; decoration. It excludes frames forming integral parts of demountable, wire mesh or glazed screens, etc. (10 NS); lintels (09 NW); framing and glazing to sidelights to doors (10 NS).
Finishes
In general, where a finish incorporates a special type of formwork, only that cost additional to the cost of rough formwork is to be included in the finish. The rough formwork cost is part of the structure.
12
WF
Wall Finishes
To finish and decorate all interior faces of columns, external walls and internal walls. It includes finishes to internal faces of external walls and columns: acoustic wall linings; extra costs involved for face bricks, face and coloured blocks and off form concrete; splashbacks, dados and regulation wall vents. It excludes finishes to internal screens and borrowed lights (10 NS); skirtings (13 FF) and cornices (14 CF); all external finishes to external walls and columns (06 EW); finishes to both sides of external screens (06 EW); all protective non-decorative coatings.
Note: Finishes to internal screens and borrowed lights (10 NS) are included in that element.
Finishes to internal faces of external screens, etc. are included with the relevant sub-elements in external walls (06 EW).
13
FF
Floor Finishes
To provide a satisfactory finish on which to walk, and applied to upper floors and substructure. It includes all preparatory work and finishing; balcony floor finishes; skirtings; screeds; timber floor finishes; dividing strips; mats and matwells; duct and pit covers; carpeting used as a permanent floor finish; timber and other finishes to concrete floors; finishes to steps in the one floor level.
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It excludes structural screeds and toppings (01 SB, 03 UF); landing and stair finishes (04 SC); trafficable roof covering (05 RF); timber framed floors (03 UF, 01 SB); finishes to external thresholds (08 ED); door sills (08 ED, 11 ND).
Note: Element includes all floor finishes to areas measured in the building area (BA).
14
CF
Ceiling Finishes
To finish and decorate all internal soffits of upper floors and roof over rooms and external soffits over unenclosed covered areas. It includes preparatory work; suspended false ceilings; proprietary suspended ceiling systems; acoustic ceiling linings; extra costs involved for off-form concrete; linings to roof lights; ceiling manholes; framing to bulkheads and cornices. It excludes eaves soffits (05 RF); stair and landing soffits (04 SC); ceiling joists where not suspended (03 UF, 05 RF); soffits of projecting overhangs (06 EW); all protective non-decorative coatings (03 UF, 04 SC, 05 RF); airconditioning grilles (24 AC).
Fittings
15 FT Fitments
To fit out the building with built-up fitments and fixed items included in the main contract. It includes benches; cupboards; shelving; racks; seats; counters; chalkboards; notice boards, signs and name plates; coat rails and hooks; mirrors; wall hatches; diases and stages. It excludes loose furniture and furnishings (46 YY); curtains and blinds (07 WW); special equipment (16 SE); internal screens and borrowed lights (10 NS).
16
SE
Special Equipment
To provide items of equipment of unitary, commercially available type and/or of a type not covered by other elements. It includes window cleaning, gymnasium, mortuary and photographic equipment; audio-visual aids; laboratory, laundry, kitchen and central sterile services department (CSSD) type equipment; dental and workshop equipment; boiling water units; sink heaters; laboratory stills; special blackout facilities; bed pan washers; linen and refuse disposal equipment; refrigerators and refrigerated drinking water coolers; incinerators; sanitary macerators; circulating fans; all cold, hot, gas and other valves and cocks, controls, electric wiring and piping integral with this equipment; specified builders work in connection with this equipment. It excludes cool rooms and process cooling, incineration plant of custom design or built-up type, and other special services (29 SS) or external special services (44 XS); loose equipment not covered in the main contract (46 YY); fire fighting equipment (25 FP); sanitary fixtures (17 SF); refrigeration plant associated with airconditioning (24 AC).
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Services
17 SF Sanitary Fixtures
To fit out the building with normal fixtures connected to the soil and waste plumbing systems and all associated ancillaries. It includes WC suites; urinals; basins; sinks and tubs; troughs and runnels; drinking fountains; slop hoppers; showers; hobs; shower curtains and trays; terminal outlets integral with fixtures; flusherette valves; soap and toilet paper holders; towel rails and hand driers. It excludes sanitary macerators, bed pan washers, kitchen, laundry and sterilising equipment and refrigerated drinking water coolers (16 SE); sanitary incinerators (29 SS); floor wastes and all loose traps (18 PD); terminal outlets not integral with fixtures (19 WS).
18
PD
Sanitary Plumbing
The disposal of all waste and soiled water from fixtures and equipment out to the external face of external walls. It includes stacks and vents; all loose traps; floor wastes; internal sewer drainage runs, pumps and ejectors; acid resisting pipes and drains; box ducting and paintwork. It excludes rainwater disposal systems (05 RF); incinerator flues (16 SE, 29 SS, 44 XS); duct access panels (11 ND).
19
WS
Water Supply
Systems to supply water from point of building entry to the points of consumption. The water may be at ambient temperature, heated or cooled and may be treated by clarification, filtration, softening, de-mineralisation, distillation, desalination or other means. The water may be supplied from town mains, bores, rivers, lakes, rainwater tanks, centralised energy systems or other sources. It includes storage tanks; pumps; water treatment plants; water heaters and coolers; reticulation pipework including pipeline components; terminal outlets not integral with fixtures and/or equipment; controls other than those associated with water consuming items of equipment; box ducting; insulation; sheathing; painting and identification; building and electrical work forming part of the contract for water supply. It excludes meters, extensions and connections to town mains or other sources (39 XW); self-contained unitary equipment such as boiling water units, sink heaters and laboratory stills (16 SE).
20
GS
Gas Services
To supply town, natural, simulated natural and liquefied petroleum gas from point of building entry to points of consumption. The gas may be supplied from town mains, storage cylinders, bulk storage tanks or other sources.
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It includes portable gas cylinders; booster compressors; manifolds and regulators; box ducting, painting and identification; building and electrical work forming part of the gas services element; reticulation pipe work and pipeline components; terminal outlets not integral with fixtures and/or equipment; gas detection systems. It excludes outlet cocks integral with appliances (16 SE); hot water heaters (16 SE, 19 WS); space heaters (21 SH) and other like equipment; meters, extensions and connections to town mains or other sources (40 XG).
Note: Gas appliances forming part of an airconditioning, space heating water supply system or other system should be included under the appropriate element. Gas controls, valves, regulators and other pipelines components directly associated with gas fired equipment should be included under the element appropriate to gas fired equipment.
21
SH
Space Heating
To heat the interior of buildings by means of convection, radiation or any other form of heating. It includes unitary heaters; reticulated steam, hot water or hot oil systems; warm air systems; electric floor or ceiling heating systems; fireplaces, hearths and associated work in chimney stacks; boiler plant installed within the heated building and servicing only element 21 SH in that building; insulation and painting; controls and associated electrical work. It excludes any system which also provides air cooling/airconditioning (24 AC) or evaporative cooling (23 EC).
Note: Boiler plant and pipe reticulation located outside the building served, serving multiple buildings, or serving other elements such as (24 AC) or (19 WS) are to be included under centralised energy systems (30 CE). Gas storage and reticulation systems are to be included under external gas (40 XG) if located outside the building served or if serving other elements, or under gas service (20 GS) if located within the building served otherwise, they are to be included in 21 SH.
Electric cabling terminates at the junction with electric light and power (26 LP). Controls and electric wiring integral with equipment items are to be included with those items.
22
VE
Ventilation
To ventilate buildings by means of supply and/or exhaust systems. It includes mechanical ventilators; non-mechanical roof ventilators; supply and/or exhaust fans; ducted systems; exhaust hoods; ducting, plant, controls and associated electrical world. It excludes any system which also involves space heating (21 SH); airconditioning (24 AC); evaporative cooling (23 EC); circulating fans (16 SE); regulation wall vents (12 WF); door grilles (11 ND); plant room air flow screens (06 EW); louvred windows (07 WW).
Note: Dust extraction is to be included under special services (29 SS). Electric cabling ends at the junction with electric light and power (26 LP).
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23
EC
Evaporative Cooling
To cool air within a building by evaporative processes; the system can include ancillary heating. It includes evaporative coolers, rock bed regenerative systems and ancillary heating devices; ducting, insulation, painting and associated electrical work. It excludes door grilles (11 ND); airconditioning (24 AC); systems which heat (21 SH) and/or ventilate (22 VE) only.
Note: Air relief grilles in doors and walls are to be included under respective building elements. Electric cabling terminates at the junction with electric light and power (26 LP).
24
AC
Airconditioning
To maintain and control the temperature, humidity and quality of air under predetermined limits within buildings. It includes package airconditioners; systems for cooling only; ductwork, plant, controls and associated electrical work; airconditioning grilles. It excludes door grilles (11 ND) and systems which heat (21 SH) and/or ventilate (22 VE) only; special cool rooms (29 SS); special hot rooms (29 SS); evaporative cooling (23 EC).
25
FP
Fire Protection
To detect and/or extinguish fires. It includes sprinklers and other automatic extinguishing systems; fire indicator board; manual and automatic fire alarm installations; fire fighting equipment; hydrant installations and hose reels and cupboards; hand appliances. It excludes fire doors (08 ED, 11 ND); fire proofing (02 CL, 03 UF, 05 RF, 12 WF, 14 CF, etc.).
26
LP
Electric Light and Power
To provide all light and power and emergency light and power from and including main distribution board to and including power outlets and light fittings. It includes main distribution board*; sub-mains and distribution boards; emergency lighting systems; power sub-mains to mechanical equipment and sub-mains and/or sub-circuits to other equipment and/or final sub-circuits. It excludes other electrical installations listed under other elements such as special services (29 SS); communications (27 CM) and centralised energy systems (30 CE). * Where the main switchboard supplies only one building, it shall be considered as a main distribution board.
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27
CM
Communications
To provide audio and video communication within a building. It includes the following systems: telephone, internal telephone, public address, call, emergency warning and intercommunication, personal paging, clock and/or bell, TV antenna and closed circuit TV. It excludes document hoists and conveyor systems (28 TS); cables between buildings (43 XC).
Note: Document hoists and conveyor systems are to be included in 28 TS. Cables between buildings are to be included in 43 XC.
28
TS
Transportation Systems
To transport personnel and/or goods from floor to floor or area to area. It includes all lifts, hoists and conveyor systems; escalators; all associated equipment and work other than structural building work. It excludes such items as walls to shafts and lift wells and machine rooms (06 EW, 09 NW).
29
SS
Special Services
To provide services or installations not covered by other elements. It includes monitoring systems; cool rooms and process cooling; special conditioned rooms; staircase pressurisation systems; compressed air; medical and industrial gas systems; dust extraction systems; security systems; lightning protection; stage lighting and theatre equipment; reticulated soap dispenser systems; laundry, heat and water reclaim systems and the like. It excludes equipment items (16 SE); communication services (27 CM).
Centralised Energy Systems

30 CE Centralised Energy Systems
To produce and supply steam, heating, hot water, chilled water and/or other cooling or heating media and/or site generated electrical energy to a number of buildings and/or to multiple energy consuming elements. It includes the piping reticulation within central plant room or plant house and up to branch off-takes to energy consuming functional elements; sections of the main piping reticulation running to, within or through buildings served; cabling within the central plant room or house and all work which forms part of the energy system element; buildings to house such plant, service tunnels, ducts and/or conduits.
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It excludes emergency generating plant and cabling from central switch board to other buildings (42 XE).
Note: Interfaces between element 30 CE and other elements are those points where branches serve single elemental systems or where branches leave common mains within buildings to serve single elemental systems.
Centralised energy systems may range from very large boiler and/or chiller and/or electrical generating plants serving large and complex sites (e.g. airports, major hospitals, universities or colleges) to small boiler installations supplying energy to space heating and domestic hot water systems in relatively small single buildings (e.g. school classroom blocks, pavilion type hospital wards, etc.). Where energy generators supply the whole of their production to one functional system only and are contained within the alignment of the building served, they are to be considered part of that functional system. Engineering systems serving the central plant room or plant house are to be included under appropriate elements for the building housing the centralised energy plant.
Alterations
31 AR Alterations and Renovations
To alter or renovate any existing building including works to the substructure, finishes, fittings and internal services. It includes work in connecting a new building to an existing; redecorations; refitting out and all mechanical and electrical services in connection therewith; underpinning to existing buildings for alteration works. It excludes complete demolitions of existing buildings, site clearance and removal of any paving, fences and outbuildings (32 XP); alterations and renovations to external services and site works (45 XX); any work involved in connecting new services to old in existing buildings (39 XW, 40 XG, 42 XE, etc.).
Site Works
32 XP Site Preparation
All basic work necessary prior to proceeding with buildings and external works. It includes demolitions; site clearance, general levelling and filling; hoardings; retaining walls; removal of any paving, fences, trees, services; temporary diversions of services; underpinning to adjacent buildings. It excludes alterations and permanent diversion of services (45 XX); alterations to buildings (31 AR) and existing site works (45 XX); any work involved in permanent connections of new services to existing (39 XW, 40 XG, 42 XE, etc.).
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33
XR
Roads, Footpaths and Paved Areas
Trafficable areas between and around buildings (outside fully enclosed covered areas and unenclosed covered areas as defined, outbuildings, etc.) for vehicles and pedestrians. It includes car parks; playgrounds; kerbs; crossovers; bollards; steps and associated balustrades; weed poisoning. It excludes uncovered bridge links (35 XB); sports pitches, lawns, site landscaping and improvements (36 XL); cut and fill (32 XP).
34
XN
Boundary Walls, Fencing and Gates
To enclose or define the extent of the site. It includes all walls, fences and gates at the site boundary. It excludes all walls, fences and gates that subdivide the site (36 XL); all retaining walls (32 XP).
35
XB
Outbuildings and Covered Ways
To provide small buildings supplementary to the main building(s) as well as covered areas or bridge links for pedestrian or vehicular site circulation. It includes detached covered ways not alongside buildings; garages; bicycle sheds; incinerator buildings; residential and gatekeepers cottages; garbage shelters; workshops; chapels; stores; sheds; stair blocks; all electrical, mechanical and other services in connection therewith. It excludes attached covered ways alongside buildings; boiler and plant houses (30 CE); water towers (39 XW); gas meter (40 XG) and water meter (39 XW) shelters; pump houses (39 XW), substations (42 XE) and similar engineering services buildings.
35
XL
Landscaping and Improvements
To improve the appearance of the site and provide incidental site facilities for the use of the occupants. It includes grassing and turfing; garden plots and planting; trees, screen, dwarf, play and entrance walls; seats; fountains; petrol bowsers (pumps) and tanks; sculptures; flagpoles; signs and notices; cricket nets and basketball posts; sports pitches and goal posts; open air swimming pools. It excludes paving (33 XR); site clearance (32 XP); boundary walls, fencing and gates (34 XN); walls required to retain the site (32 XP).
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External Services
35 XK External Stormwater Drainage
To dispose of rain and surface water from the site. It includes pipe runs from the external face of buildings; inspection pits; sumps; road gullies; culverts; box drains; grated trenches; runs from pools and fountains; outfalls and head walls; agricultural and sub-soil drains; connections to existing runs and pits. It excludes pipe runs, pits, etc. under buildings from internal downpipes (05 RF); road gutters (33 XR); temporary drainage as site preparation (32 XP); diversions to existing runs (45 XX).
38
XD
External Sewer Drainage
To dispose of soil and waste water from the site. It includes pipe runs from the external face of buildings; grease gullies; inspection pits and manholes; acid resisting and special drains; dilution pits; petrol and plaster arresters; septic tanks; collection and holding wells; absorption trenches; transpiration areas; pumps and ejectors; connections to existing runs, pits and mains. It excludes pipe runs, pits, etc. beneath buildings (18 PD); diversions to existing runs (45 XX).
39
XW
External Water Supply
Systems to supply water up to the external faces of new buildings and up to other major consuming points such as irrigation and ground watering outlets. The water may be at ambient temperature, heated or cooled and may be treated by clarification, filtration, softening, demineralisation, distillation, desalination or other means. The water may be supplied from town mains, bores, rivers, lakes, rainwater tanks, centralised energy systems or other sources. It includes storage tanks; water towers; pumps; water treatment plants; water heaters and coolers; reticulation pipe work including pipeline components; terminal outlets not integral with fixtures and/or equipment; insulation; sheathing; painting and identification; meters and meter enclosures included under the contract; water bores; irrigation and ground watering systems; building and electrical work forming part of this element. It excludes diversion to existing runs (45 XX).
40
XG
External Gas
To supply town, natural, simulated natural and liquefied petroleum gas up the external faces of new buildings and other consuming points. The gas may be supplied from town mains, storage cylinders, bulk storage tanks or other sources. It includes storage cylinders and tanks, meters and regulators forming part of the contract; meter enclosures; reticulation pipe work and pipe-line components; building and electrical work forming part of the external gas supply contract. 132
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It excludes diversions to existing runs (45 XX).
41
XF
External Fire Protection
To supply fire hydrant and gas or vaporising agent runs up to external faces of new buildings, external sprinkler systems, and for site connections and connection of fire detection systems between buildings. Also to detect and/or extinguish fires in fixed plant or equipment located in the open air. It includes standby and booster pumps; pipe runs; storage and reticulation of gas and vaporising agents; hydrant points; overhead and underground cables for fire detection systems. It excludes trenches for cabling (42 XE).
42
XE
External Electric Light and Power
To supply electric power to main distribution boards of buildings and to provide lighting and power to external site areas. It includes connections to source of power supply; consumer mains; sub-station equipment; emergency generating plant; main switchboard*, underground and overhead cables; pylons and all trenches for cabling; street and area lighting; illuminated signs and building flood lighting. It excludes communications cables (43 XC); work to existing electrical work (45 XX).
Note: Communications cables are to be included in 43 XC. Fire alarm cables are to be included in 41 XF.
* Where the main switchboard supplies only one building, it shall be considered as a main distribution board and included in 26 LP.
43
XC
External Communications
To provide external communication cables to terminating frames of buildings and to provide communications systems between buildings and to external site areas. It includes Telstra (or other installer) work; underground and overhead cables; pylons; connections to existing cables; external speakers; hooters; clocks; bells; closed circuit TV; community antenna systems. It excludes trenches for cabling (42 XE).
44
XS
External Special Services
To provide external service or installations not included in other elements.
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It includes external connections to items included in special services (29 SS); service tunnels, ducts and conduits in connection with external reticulation of services elements; dust extraction plant; incineration plant; bulk storage for medical and industrial gases.
External Alterations
45 XX External Alterations and Renovations
To alter/renovate any existing site works and external services. It includes resurfacing paved and grassed areas; renovating outbuildings, renewing fencing and gates; permanent diversion of drainage, cold water and other external service runs. It excludes renovating existing buildings (31 AR).
Special Provisions
46 YY Special Provisions
Items not included in the net project cost but which may be included in the building contract or to make up the gross project cost. Such items may include contract contingencies, provisions for rise and fall, design and supervision fees, loose furniture and loose equipment, operational maintenance. Each provision should be separately itemised. As the cost schedule is based on fixed price (lump sum tenders which already include contingencies and escalations), no further amount is added to the budget for a school for these sub-elements. The amount for fees covers only consultants; fees associated with services (electricity, etc.) and lodgements (permits, etc.) are included with the relevant element. Loose furniture and loose equipment are separate from fitments (15 FT) and special equipment (16 SE). These latter are usually installed or fixed in place as part of the building contract. The cost of loose furniture and loose equipment need not necessarily be included in this contract or attract consultant fees. A decision on this matter should be made for each project. Where some part of a building will be due for maintenance during the period that the builder is in possession, on-going maintenance may be included in the building contract. A decision on this matter should be made (and the cost determined) for each project. Note: Builders Work and Allowances Where work on engineering services and the like is performed by nominated sub-contract or separate contract and included in any element, any monetary allowance for builders profit and attendance on the nominated sub-contract or separate contract and any builders work in connection therewith shall be included with the element concerned. Any hoisting, testing or commissioning shall be included with the element concerned.
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Department of Education and Early Childhood Development Technical Data Sheets
APPENDIX 2
TECHNICAL DATA SHEETS & STANDARD DRAWINGS
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Clay and Ablution Trough

1.
1.1
Fixture Details
Use
Primary schools and secondary colleges.
1.2
Construction
1800mm long x 450mm wide x 150mm deep, 1.2mm thick satin finish 304 Stainless Steel trough, with special purpose tapware and waste outlets. Flat rim or fascia to suit project documentation.
1.3
Tapware Cold Water Only: Ablution Trough two spray outlets, 20mm minimum/45mm maximum above trough rim level. Clay Trough right side: one spray outlet, 20mm minimum/45mm maximum above trough rim level; left side: one laboratory-type gooseneck outlet with tap on pillar, spray outlet nominally 200mm above trough rim level.
Hot and Cold Water: Ablution Trough right side: one spray outlet, 20mm minimum/45mm maximum above trough rim level. Clay Trough left side: one laboratory-type gooseneck outlet with tap on pillar, spray outlet nominally 200mm above trough rim level. Central one hot and cold swivel spray outlet, 20mm minimum/45mm maximum above trough rim level, to serve clay trough and ablution trough.
2.
2.1
Plumbing Connection
Water Supply
Primary schools normally have cold water only. Secondary colleges normally have hot and cold water.
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2.2
Waste
Combined DN50 trapped outlet to sewer. DN40 outlet with DN40 gate valve to settling tank or storage tank.
2.3
Treatment Apparatus
Subject to the relevant retail water company and its requirements:

the preferred arrangement is storage tank with contents regularly emptied, disposal not to sewer or, if required by relevant retail water company, PVC settling tank with outlet trapped and connected to sewer.
3.
If trade waste application is required (and provided the installation is a typical school installation), the following data for this fixture should be added to the Application for Trade Waste Agreement or Consent. Refer also to the relevant retail water companys Application Guide Information Required for Making a Trade Waste Application and Application for Trade Waste Agreement or Consent.
Sections:
1 to 5 6(a) 6(b) 7 8(a) 8(b) 8

Column 1
To suit particular school Insert School Insert School Classes Insert Mon. to Fri. between 9.00 am and 4.00 pm Leave blank Insert Traces of clay Insert relevant data as below:
Column 2 Column 3 Column 4 Column 5 Column 6
[Number]
Clay & Ablution Trough
Waste water containing traces of clay
80
10
0.16
10 11 to 13 14
Add Not applicable Circle No Insert Stormwater run-off is directed into a stormwater drainage system.
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4.
User Information
All waste containing clay, plaster, etc. is to pass through the storage tank or settling tank. Note signage.
5.
Operation & Maintenance
Provide signage at fixture to read: This fixture is not to be used for acids, solvents or other contaminated wastes. Refer to the publication Self-Monitoring of Trade Waste Apparatus at Schools available from the trade waste section of the relevant retail water company.
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Drip Trough and Rack

1.
1.1
Fixture Details
Use
Normally only secondary colleges. 1.2 Construction
Refer to Fitment Detail (drawing F1). 1.3 Tapware
Chrome-plated hose cock with wall plate, 20 BSP outlet. Locate tap in centre of trough, outlet nominally 300mm above trough rim level.
2.
2.1
Plumbing Connection
Water Supply
Cold water only. 2.2 Waste
Trapped DN50 outlet to sewer. 2.3 Treatment Apparatus
Not normally required for this fixture, unless special application, and this Technical Data Sheet may not then be applicable.
3.
Not normally required for this fixture.
4.
User Information
Note signage.
5.
Provide signage at fixture to read: This fixture is not to be used for acids, solvents or other contaminated wastes. No special requirement.
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Frame Bath
1.
1.1
Fixture Details
Use
One laboratory-type gooseneck outlet. Refer also to Solvent Interceptor and Wet Feed Neutralising Tank with Dosing Tank Hydraulics Detail (drawings H1 and H2).
2.
2.1
Plumbing Connection
Water Supply
Cold water only. Refer also to Solvent Interceptor and Wet Feed Neutralising Tank with Dosing Tank Hydraulics Detail (drawings H1 and H2). 2.2 Waste
DN50 outlet to Solvent Interceptor and Wet Feed Neutralising Tank. 2.3 Treatment Apparatus
Normally Solvent Interceptor and Wet Feed Neutralising Tank with Dosing Tank, all as per detail and the requirements of the relevant retail water company. Outlet from Solvent Interceptor and Wet Feed Neutralising Tank to be trapped and connected to sewer.
3.
Provided the installation is a typical school installation the following data for this fixture should be added to the Application for Trade Waste Agreement or Consent.
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Refer also to the relevant retail water companys Application Guide Information Required for Making a Trade Waste Application and Application for Trade Waste Agreement or Consent.
Sections:
1 to 5 6(a) 6(b) 7 8(a) 8(b) 9
To suit particular school Insert School Insert School Classes Insert Mon. to Fri. between 9.00 am and 4.00 pm Tick Solvents Leave blank Insert relevant data as below:
Col 1 [Number]
Column 2 Frame Bath
Column 3 Waste water containing traces of solvents and acids
Col 4 20
Col 5 5
Col 6 0.08
10 11 to 13 14
4.
User Information
Note signage.
5.
Provide signage to read: This fixture is only to be used for wastes containing diluted acids and solvents. Refer to publication Self-Monitoring of Trade Waste Apparatus at Schools available from the trade waste section of the relevant retail water company.
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Photographic Trough
1.
1.1
Fixture Details
Use
One laboratory-type gooseneck outlet. Refer also to Photographic Trough Water Connection Detail, Hydraulics Detail (drawing H3).
2.
2.1
Plumbing Connection
Water Supply
Hot and cold. Refer also to Photographic Trough Water Connection Detail Hydraulics Detail (drawing H3). 2.2 Waste
DN50 outlet to Mixing Tank. 2.3 Treatment Apparatus
PVC Mixing Tank to the requirements of the relevant retail water company, minimum capacity to be greater of 100 litres or 15 minutes retention for each discharge from the trough. Outlet from Mixing Tank to be trapped and connected to sewer.
3.
Provided the installation is a typical school installation the following data for this fixture should be added to the Application for Trade Waste Agreement or Consent. Refer also to the relevant retail water companys Application Guide Information Required for Making a Trade Waste Application and Application for Trade Waste Agreement or Consent.
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Sections:
1 to 5 6(a) 6(b) 7 8(a) 8(b) 9
To suit particular school Insert School Insert School Classes Insert Mon. to Fri. between 9.00 am and 4.00 pm Tick Photographic Wastes Leave blank Insert relevant data as below:
Col 1
Column 2
Column 3
Col 4
Col 5
Col 6
[Number] Photographic Trough
Waste water containing traces of photographic solutions from rinsing operations
20
0.04
10 11 to 13 14
4.
User Information
Note signage. All photographic rinsing wastes to pass through the Mixing Tank. Spent photographic solutions shall be placed in containers for off site disposal by a registered EPA contractor. Discharges to Mixing Tank to be not more frequently than one full photographic trough per 15 minutes per 100 litre capacity of Mixing Tank.
5.
Provide signage to read: This fixture is only to be used for photographic rinsing wastes. Refer to publication Self-Monitoring of Trade Waste Apparatus at Schools available from the trade waste section of the relevant retail water company.
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146
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Potting Trough
1.
1.1
Fixture Details
Use
Chrome plated hose cock with wall plate, 20 BSP outlet. Locate tap in centre of trough, outlet nominally 300mm above trough rim level.
2.
2.1
Plumbing Connection
Water Supply
Cold water only. 2.2 Waste
DN50 outlet to Silt Pit. 2.3 Treatment Apparatus
Silt Pit to the requirements of the relevant retail water company. Outlet from Silt Pit to be connected to sewer, and bypass Acid Neutralising Tank.
3.
Provided the installation is a typical school installation the following data for this fixture should be added to the Application for Trade Waste Agreement or Consent. Refer also to the relevant retail water companys Application Guide Information Required for Making a Trade Waste Application and Application for Trade Waste Agreement or Consent.
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Sections:
1 to 5 6(a) 6(b) 7 8(a) 8(b) 9
To suit particular school Insert School Insert School Classes Insert Mon. to Fri. between 9.00 am and 4.00 pm Leave blank Insert Traces of soil Insert relevant data as below:
Col 1
Column 2
Column 3
Col 4
Col 5
Col 6
[Number] Potting Trough [Number] Floor Area
Waste water containing traces of soil Waste water containing traces of soil
80 40
10 20
0.16 0.08
10 11 to 13 14
4.
User Information
Note signage.
5.
Provide signage to read: This fixture is not to be used for acids, solvents or other contaminated wastes. Remove bucket. Clean out soil and other debris from bucket and pit. Replace bucket. Refer also to publication Self-Monitoring of Trade Waste Apparatus at Schools available from the trade waste section of the relevant retail water company.
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150
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Secondary College Science Room Plumbing Fixtures

1.
1.1
Fixture Details
Construction
Refer to BQSH Section 4.2 1.2 Tapware
Refer to BQSH Section 4.4
2.
2.1
Plumbing Connection
Water Supply
Refer to BQSH Section 4.4 Student benches and fume cupboards normally have cold water only. Demonstration bench, troughs, sinks in prep area and glass washing sink normally have hot and cold water. Demonstration bench to have master control valve to isolate student benches. 2.2 Waste
Refer to BQSH Section 4.2 Wastes generally connected to acid drains. 2.3 Treatment Apparatus
In ground Acid Neutralising Tank to the requirements of the relevant retail water company.
3.
A secondary college science room usually contains the following fixtures, with wastes that require treatment:

demonstration bench with laboratory sink; student benches (approximately nine), each with a laboratory sink; fume cupboard; and
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laboratory trough.
Science rooms are serviced by a prep area that usually contains the following fixtures, with wastes that require treatment:

laboratory sink; laboratory trough; glass washing sink; and fume cupboard.
For a typical school installation as above with the prep area servicing two science rooms, the following data should be added to the Application for Trade Waste Agreement or Consent. Refer also to the relevant retail water companys Application Guide Information Required for Making a Trade Waste Application and Application for Trade Waste Agreement or Consent.
Sections:
1 to 5 6(a) 6(b) 7 8(a) 8(b) 9
To suit particular school Insert School Insert School Classes Insert Mon. to Fri. between 9.00 am and 4.00 pm Tick Acids/Alkalis Leave blank Insert relevant data as below:
Col 1
Column 2
Column 3
Col 4
Col 5
Col 6
[Numbers] Laboratory Sink [Number] Glass Washing Sink [Numbers] Laboratory Trough [Numbers] Fume Cupboard
Waste water containing traces of acid Waste water containing traces of acid Waste water containing traces of acid Waste water containing traces of acid
220 40 30 18
42 10 9 4.5
0.42 0.08 0.09 0.04
10 11 to 13 14
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4.
User Information
Note signage
5.
Provide signage in prominent central location to read: Fixtures in this room are not to be used for the discharge of contaminated wastes other than diluted acids. Refer to publication Self-Monitoring of Trade Waste Apparatus at Schools available from the trade waste section of the relevant retail water company.
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Secondary College Home Economics Room Plumbing Fixtures

1.
1.1
Fixture Details
Construction
Refer to BQSH Section 4.2 1.2 Tapware
Refer to BQSH Section 4.4
2.
2.1
Plumbing Connection
Water Supply
Refer to BQSH Section 4.4 Student benches normally have hot and cold water. Demonstration bench to have master control valves to isolate student benches. 2.2 Waste
Refer to BQSH Section 4.2 Wastes generally connected to a grease interceptor. Dish washing machine normally commercial type, with discharge temperature too high for UPVC pipe work. 2.3 Treatment Apparatus
In-ground grease interceptor to the requirements of the relevant retail water company.
3.
A secondary college home economics room usually contains the following fixtures, with wastes that require treatment:

demonstration bench with general purpose sink; and student benches (approximately fourteen), each with a general purpose sink.
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Home economics rooms are serviced by a prep area that usually contains the following fixtures, with wastes that require treatment:

general purpose sink; and dish washing machine.
For a typical school installation as above with the prep area servicing two home economics rooms, the following data should be added to the Application for Trade Waste Agreement or Consent. Refer also to the relevant retail water companys Application Guide Information Required for Making a Trade Waste Application and Application for Trade Waste Agreement or Consent.
Sections:
1 to 5 6(a) 6(b) 7 8(a) 8(b) 9

Col 1
To suit particular school Insert School Insert School Classes Insert Mon. to Fri. between 9.00 am and 4.00 pm Tick Oil/Fat Emulsions Leave blank Insert relevant data as below:
Column 2 Column 3 Col 4 Col 5 Col 6
[Number] Double Bowl Sink [Numbers] Single Bowl Sink [Number] Floor Area [Number] Dish Washing Machine
Waste water containing traces of grease Waste water containing traces of grease Waste water containing traces of grease Waste water containing traces of grease
60 450 10 15
30 150 10 4
0.18 1.35 0.03 0.04
10 11 to 13 14
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4.
User Information
Note signage.
5.
Provide signage in prominent central location to read: Fixtures in this room are not to be used for the discharge of contaminated wastes other than greasy wastes. Refer to publication Self-Monitoring of Trade Waste Apparatus at Schools available from the trade waste section of the relevant retail water company.
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Secondary College Trade Area Plumbing Fixtures

1.
1.1

Fixture Details
The trade area is part of technology and is only applicable to secondary colleges. Requirements are to be resolved on an individual basis, and may include: machine shop; automotive practice; and electroplating.
Fixtures required can be diverse, and wastes may require specialised treatment. Water supply may have particular requirements.
1.2
Construction
Refer to BQSH Section 4.2 for general requirements. Specialised fixtures to suit particular requirements.
1.3
Tapware
Refer to BQSH Section 4.4 for general requirements.
2.
2.1
Plumbing Connection
Water Supply
2.2
Waste
2.3
Treatment Apparatus
To be assessed on an individual basis.
3.
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To be assessed on an individual basis.
4.
User Information
To be assessed on an individual basis. Note signage.
5.
Provide appropriate signage at fixtures. Refer to publication Self-Monitoring of Trade Waste Apparatus at Schools available from the trade waste section of the relevant retail water company.
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159
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160
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Department of Education and Early Childhood Development Postcode Areas within NatHERS Zones
APPENDIX 3
POSTCODE AREAS Within NatHERS ZONES

(NatHERS Nationwide House Energy Rating Scheme)
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Department of Education and Early Childhood Development Postcode Areas within NatHERS Zones
NatHERS Zone 20 (*overlap with Zones 24 and/or 25) 3310 3311 3315 3317 3318 3319 3380 3381 3384 3385 3387 3388 3390 3391 3392 3393 3395 3396 3399 3400 3401 3407 3409 3412 3413 3414 3415 3418 3419 3420 3422 3423 3424 3453 3463 3464 3465 3472 3475 3478 3480 3482 3483 3485 3515 3516 3517 3518 3520 3523 3525 3527 3535 3536 3539 3550 3551 3555 3556 3557 3558 3559 3561 3562 3563 3564 3565 3570 3571 3572 3573 3607 3608 3610 3612 3613 3614 3616 3617 3618 3620 3621 3622 3623 3624 3629 3630 3631 3633 3634 3635 3636 3637 3638 3639 3640 3641 3644 3646 3647 3649 3666* 3669 3670 3672 3673 3675 3677 3678* 3682 3683 3685 3687 3688 3690 3691* 3693 3694 3695 3701* 3725 3726 3727 3728 3730 3732 3733 3746 3000 3002 3003 3004 3005 3011 3012 3013 3015 3016 3018 3019 3020 3021 3022 3023 3025 3026 3027 3028 3029 3030 3031 3032 3033 3034 3036 3038 3039 3040 3041 3042 3043 3044 3045 3046 3047 3048 3049 3050 3051 3052 3053 3054 3055 3056 3057 3058 3059 3060 3061 3062 3063 3064 3065 3066 3067 3068 3070 3071 3072 3073 3074 3075 3076 3078 3079 3081 3082 3083 3084 3085 3087 3088 3089 3090 3091 3093 3094 3095 3096 3097 3099 3101 3102 3103 3104 3105 3106 3107 3108 3109 3111 3113 3114 3115 3116 3121
NatHERS Zone 21 (*overlap with Zones 24 and/or 25) 3122 3123 3124 3125 3126 3127 3128 3129 3130 3131 3132 3133 3134 3135 3136 3137 3138 3139 3141 3142 3143 3144 3145 3146 3147 3148 3149 3150 3151 3152 3153 3154 3155 3156 3159 3160 3161 3162 3163 3165 3166 3167 3168 3169 3170 3171 3172 3173 3174 3175 3177 3178 3179 3180 3181 3182 3183 3184 3185 3186 3187 3188 3189 3190 3191 3192 3193 3194 3195 3196 3197 3198 3199 3200 3201 3202 3204 3205 3206 3207 3211 3212 3214 3215 3216 3217 3218 3219 3220 3221 3222 3223 3224 3225 3226 3227 3228 3230 3232 3233 3235 3236 3237 3239 3240 3241 3242 3243 3249 3250 3251 3254 3260 3264 3265 3266 3267 3268 3269 3270 3271 3272 3273 3274 3276 3277 3280 3281 3282 3284 3285 3286 3287 3292 3301 3302 3303 3304 3305 3309 3321 3322 3325 3328 3329 3331 3332 3333 3335 3337 3338 3340 3427 3428 3429 3430 3750 3751 3752 3754 3755 3759 3760 3761 3765 3781 3782 3783 3791 3797 3802 3803 3804 3805 3806 3807 3808 3809 3810 3812 3813 3814 3815 3816 3818 3820 3821 3822 3823 3824 3825* 3831 3835 3840 3842 3844 3847 3850 3854 3856 3857 3858* 3860* 3862* 3865 3869 3870 3871 3873 3874 3875* 3878 3880 3882 3885* 3886 3887 3888* 3890* 3891* 3892 3902 3903 3904 3909 3910 3911 3912 3913 3915 3916 3918 3919 3920 3921 3922 3923 3925 3926 3927 3928 3929 3930 3931 3933 3934 3936 3937 3938 3939 3940 3941 3942 3943 3944 3945 3946 3950 3951 3953 3954 3956 3957 3958 3959 3960 3962 3964 3965 3966 3967 3971 3975 3976 3977 3978 3979 3980 3981 3984 3987 3988 3990 3991 3992 3995 3996
NatHERS Zone 24 (*overlap with Zone 25) 3140 3158 3289 3290 3291 3293 3294 3300 3323 3324 3330 3334 3341 3342 3345 3350 3351 3352 3355 3356 3357 3360 3361 3363 3364 3370 3371 3373 3375 3377 3378 3408 3431 3432 3433 3434 3435 3437 3438 3440 3441 3442 3444 3446 3447 3448 3450 3451 3458 3460 3461 3462 3467 3468 3469 3521 3522 3658 3659 3660 3662 3663 3664 3665 3697 3698 3699* 3700* 3704 3705* 3707* 3708 3709 3711* 3712* 3713 3714 3715 3717 3718 3719 3720 3722* 3735 3737 3738 3739 3740* 3741* 3744 3747 3749 3753 3756 3757 3758 3762 3763 3764 3766 3767 3770 3775 3777 3778 3779* 3785 3786 3787 3788 3789 3792 3793 3795 3796 3799 3833* 3889 3893 3895 3896* 3898* 3900*
NatHERS Zone 27 3487 3488 3489 3490 3491 3494 3496 3498 3500 3501 3505 3506 3507 3509 3512 3529 3530 3531 3533 3537 3540 3542 3544 3546 3549 3566 3567 3568 3575 3576 3578 3579 3580 3581 3583 3584 3585 3588 3589 3590 3591 3594 3595 3597 3599
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Department of Education and Early Childhood Development Glossary of Abbreviations
Glossary of Acronyms and Abbreviations

ACA ACCS ACIF AG Amp APAS ACQ ARI AS AV AVMRS BCA BD BDSL BQSH CASES Cat CCA CD CFC CPR dB DEECD DHW DIN DN ELCB ELV EPA ESD ESM FFL FWG FSTC GBCA GIC GPC GPO GWIP HV HVAC Hz ICT ID IP ISDN ISO ITD j kAmp kj kW kWh LAN Australian Communications Authority Australian Carpet Classification Scheme Australian Communications Industry Forum Australian Gas (Installation Code) Ampere (unit of electric current) Australian Paint Approval Scheme Alkaline copper quaternary Average Recurrence Interval Australian Standard Audio Visual Audio Video Media Retrieval System Building Code of Australia Building Distributor Business Digital Subscriber Line Building Quality Standards Handbook Computerised Administrative Systems Environment in Schools Category Copper chrome arsenate Campus Distributor Chlorofluorocarbon Cabling Provider Rules Decibel Department of Education and Early Childhood Development Domestic Hot Water Deutsche Industrie Norm (German industry standard) Normal Diameter Earth Leakage Circuit Breaker Extra Low Voltage Environment Protection Authority Ecologically Sustainable Design Emergency & Security Management Unit (DEECD) Finished Floor Level Floor Waste Gully Field Sound Transmission Class Green Building Council of Australia Gas Installation Code (see AG, above) General Purpose Classroom General Purpose Outlet Government Wide-Band Internet Protocol High Voltage Heating, Ventilation and Airconditioning Hertz Information and Communication Technologies Infrastructure Division Internet Protocol Integrated Services Digital Network International Standards Organisation Information Technology Division (DEECD) Joule (basic unit of energy) Kilo-ampere (1,000 ampere) Kilojoule (1,000 joules) Kilowatt (1,000 watts) Kilowatt Hour (measure of energy use) Local Area Network
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Department of Education and Early Childhood Development Glossary of Abbreviations
LED LOSP LPG Lux LV mA MATV MDF MJ mm m NatHERS NRC NOx ODF pa PA PABX PC (1) PC (2) PCB PEC PRAV PREP PRMS PS PVC R RCD RJ Rpm RU SAA SC SDS SEPP SEAV SMS SON SWEP TEFC TO UPF UPVC UV UTP V VIPP VoIP W W/sq.m. WAN WAP WC XLPE
Light-Emitting Diode Light organic solvent-borne preservatives Liquefied Petroleum Gas Unit of light intensity Low Voltage Milli-ampere Master Antenna Television Medium Density Fibre Board Megajoule (equal to 1,000,000 joules) Millimetre Micrometre (one millionth of a metre) Nationwide House Energy Rating Scheme Noise Reduction Coefficient Nitrous Oxide Ozone Depletion Factor Pascal Public Address (System) Private Automatic Branch Exchange Personal Computer Prime Cost Polychlorinated Biphenyls Pigment-emulsified creosote Playgrounds and Recreation Association of Victoria Inc Project Review and Evaluation Panel Physical Resources Management System (now School Maintenance System) Primary School Poly Vinyl Chloride Rating (thermal) Residual Current Device Registered Jack Revolutions Per Minute Rack Unit Standards Australia Association Secondary College Special Developmental School State Environment Protection Policy Sustainable Energy Authority Victoria (now Sustainability Victoria) School Maintenance System High-pressure Sodium Lamps Schools Water Efficiency Program Totally Enclosed Fan Cooled Telecommunications Outlet Ultraviolet Protection Factor) Unplasticised PVC Ultraviolet Unshielded Twisted Pair Volt (the voltage or potential difference specified for any appliance) Victorian Industry Participation Policy Voice over Internet Protocol Watt (measure of the power rating of electric appliances) Watts per square metre Wide Area Network Wireless Access Point Water Closet/Toilet Extra Long Polyethylene
164
October 2008

Building Quality Standards Handbook

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Department of Education and Early Childhood Development Table of Contents

SUBSTRUCTURE, SUPERSTRUCTURE, FINISHES & FITTINGS