School buildings are an integral part in the formal education of the student.

They are to
be designed and constructed in such a way that will enhance the potential of each
student and boost the learning process. There are many considerations when designing
and building a school. Some of these include:

Accessibility – Schools buildings must be designed in such a way that will provide equal
access to all. It must also be designed to be flexible to increase the probability of being
able to provide equal access throughout the life-cycle of the facilities.
Aesthetics – Focusing on the physical appearance of the school must not be neglected.
The school building must be attractive and pleasing to the eye, with a similar context of
the neighborhood, in order to develop a sense of ownership and pride among the
members of the community, most especially to the teachers/staff and students of the
school. In addition, there should be a clear balance between the exterior features of the
school and the neighborhood, reflecting the values of the community, while the interior
features should develop the learning process.

Cost-effectiveness – Being cost-effective does not mean that the quality of the school
building will be compromised, rather, being cost-effective means that the school should
use facilities that can save money over time by balancing the design and constructions
costs with the costs of maintaining and operating the facility.

Functionality – The school must be able to give a high quality formal education to its
students as it has promised by creating a learning environment that will enhance and
speedup the learning process.
Productivity – A productive school must be able to provide the students and teachers a
comfortable, safe and healthy environment in order to achieve maximum potential.
Security – A safe and secure school building has always been and is still the most
important goal of project managers, engineers and architects. A safe and secure school
building must have a fire protection system, must consider the safety and health of its
occupants and visitors, must be able to resist natural hazards, and must be able to
effectively secure the assets of the school (material assets and human assets –
occupants and visitors).
Sustainability – With all the talk on global warming and climate change, the concern for
the environment has grown tremendously. Considering that every activity has a direct
and indirect impact on the environment, school building construction and operations
are not exempt from impacting the environment as it uses raw materials and water and
energy resources, and in turn, produces solid and liquid waste and gas emissions. A
sustainable school must optimize site potential, energy use and operational and
maintenance practices, use environment-friendly products and materials, conserve water
and enhance environmental quality within the school building.
Community-Centered – As a community-centered school, it must be able to serve the
community as a whole.

Considering all the elements of a school building stated above, this paper will provide a
comprehensive planning and design of a school. The school designed and planned in
this paper will cater secondary students, which will generally include grades 9 to 12. The
total number of students will be approximately 250 to 300 students.
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“The success of our whole system depends as much on a thorough reform in the construction
and care of school-houses as upon any other single circumstance whatever.” From the Report of
the Commissioner of Common Schools to the NH Legislature, June 1847 Long-range planning for
educational needs is a vital part of a community’s orderly growth and development. The
educational climate provided by a community determines to a large extent its outlook for the
future. A school building provides a general environment in which learning is to take place and
must be the end result of a careful process of preparation and development. The 1998 National
Symposium on School Design established six design principles for schools in the 21st century.
We must design learning environments that: 1. Enhance teaching and learning and
accommodate the needs of all learners. 2. Serve as centers of the community. 3. Result from a
planning and design process involving all stakeholders. 4. Provide for health, safety, and security.
5. Make effective use of all available resources. 6. Allow for flexibility and adaptability to
changing needs. Schools should be planned by a representative group of the people who will
use them, including educators, parents, students, citizens, senior citizens, and members of civic
and business organizations. Participation and active involvement of school board members,
citizens, professionals, teachers and students are essential to the success of any school building
program. With changes being made in building design and building materials, today’s school
buildings have more flexibility than in past years. Schools are being designed to enable inclusion
of many activities and can no longer be isolated from maximum use. Increasing construction
and operating costs make it essential that schools be constructed economically and efficiently if
the building is to serve its occupants and at the same time be a wise investment for the
community. It is obvious that the total building process is not a short-term experience.
Accelerated building schedules for meeting arbitrary opening dates can short-circuit the
planning process and produce schools that do not meet the needs of teachers, students, or the
community. Much emphasis is currently being placed on the creation of high performance
buildings which are safe, healthy, energy efficient, and which have the least possible impact on
the natural environment. Such schools should not be thought of as special. It should be the goal
of every project to construct such facilities; however, a strong commitment is required from all
those involved at the very beginning of the planning process. Good planning, design, and
construction practices should lead to the construction of schools which meet high performance
goals and standards. Planning takes time, but the time is well spent. By taking time to plan
properly, the school board and administration can consider various alternatives to arrive at the
best or optimal solution. A plan helps provide focus to use resources wisely and will help
establish credibility with the public. On the other hand, you must not plan forever and never
make a decision to move forward.
Planning Educational Facilities
https://www.education.nh.gov/program/school_approval/documents/manual_plan_cons_scho
ol_build.pdf

School design is ever changing and all who participate in the planning of a school building
should keep abreast of the latest developments in the field. Ignoring this may mean that the
product of the planner’s efforts can soon be outdated. The new ideas of today often become
the accepted practices of tomorrow, and as concepts change, it is important that consultants,
designers and the building committee be sensitive to construction trends and practices and
adopt those which show promise. These changing practices involve materials and construction
methods as well as management and contracting practices. In making judgments about a
particular method or practice, the building committee must be careful that they do not
determine that a favorable outcome was the result of a particular practice unless they are
completely sure of that conclusion. For example, it would be a mistake to determine that a
design-build contract resulted in a lower cost due to the type of contract when in fact lower
quality materials were used. This chapter will suggest the nature of some of the changing
conditions that influence school design and construction. CONSTRUCTION VARIABLES There are
three variables that are at the heart of all decisions concerning construction. It is important that
everyone involved have a thorough understanding of these variables and how changes to one
variable affect the other two. The three variables are cost, time, and quality. A district should set
a desired quality level and then expect to take the time and spend the money necessary to
reach that level. If on the other hand, the district starts with a maximum cost and then locks
into a particular schedule, it should be no surprise that the resultant quality may be less than
desirable. Cost When a project is complete, the cost will have been the total of the costs of
labor, materials, profit, and overhead. Regardless of the type of contract or method of
construction delivery, the final fee paid to the design and construction contractors will consist of
those four components and no others. Until the work is complete, any references to cost will be
estimates and therein lies the difference between one contract and another for the same work.
There is a risk involved about the accuracy of the estimate. The contract will establish who
accepts that risk and the cost associated with the risk, although it will not be spelled out quite
so clearly. Rest assured however, that if the school district expects the contractor to accept all or
most of the risk, there will be a price associated with that. On the other hand, if the district is
willing to accept a larger share of the risk, and things go poorly, the end result may be
significantly less than the school facility that was envisioned when the project began. Obviously,
the accuracy of estimates is critical and accurate estimates take time to develop. Cost is also
affected by construction market conditions that are usually beyond the district’s control. The
availability of craftsmen and the prices they charge are affected by the amount of ongoing
construction work in the area. The cost of materials is affected by the law of supply and
demand, by the cost of manufacturing, and by the cost of transportation. In some cases districts
may be able to schedule projects to take advantage of a lull in construction work. In other
situations a district may be able to negotiate a favorable guaranteed price for materials early in
the project. Time There are many considerations which affect the time it takes to complete a
construction project. Some of these are within the control of the school district and others are
not. As a general rule, anything intended to shorten the time span will lead to additional costs
and may lower quality. The following list indicates several important considerations, but there
are often others in a particular project: a. Desired completion date and its degree of flexibility
38 b. Completeness of design drawings and specifications c. Choices for structural and
mechanical systems d. Time required to obtain permits e. Lead time for ordering materials f.
Problems with availability or delivery of materials g. Method for selecting sub-contractors h.
Availability of sub-contractors and equipment i. Number of workers on site at any time j.
Number of days per week and hours per day that work is done k. Number of tasks that can be
performed simultaneously l. Number and frequency of change orders m. Lead time for required
tests and inspections n. Amount and difficulty of site development work o. Degree to which
occupants restrict the ability to perform work p. Need to remove hazardous materials,
especially if unexpected q. Weather Quality There are two components to construction quality:
quality of materials and quality of craftsmanship. You must have high levels of both to have a
good quality result. The simple fact is that higher quality costs more than lower quality. Good
quality also requires enough time to do the job right. Even the best craftsmen make mistakes
when they are in a hurry or tired from overwork. The following steps can help produce high
quality results: a. Insist on a detailed, integrated, whole-building design b. Develop well written,
complete, tight specifications c. Take care when using standard specifications or other
information from other projects d. Select systems, components, and materials: - From known
reputable sources - That use proven technology - That are durable and easy to maintain - That
meet desired performance requirements in all expected conditions - That are energy efficient -
With low levels of volatile organic compounds or other toxic materials d. Select reputable
contractors and sub-contractors of proven ability e. Minimize owner requested change orders f.
Allow and plan for flexibility in the completion date g. Employ a competent clerk of the works
full time h. Insist on following manufacturers’ instructions i. Avoid fast track schedules j. Do not
use a warranty or guarantee as a substitute for good quality

SCHOOL DESIGN AND CONSTRUCTION CONSIDERATIONS

https://www.education.nh.gov/program/school_approval/documents/manual_plan_cons_scho
ol_build.pdf
The DPWH shall only implement projects in the list of schools to be provided by the depEd. Any
deviation or realignment shall be subject to the approval of the DepEd and shall be furnished to
the DBM.
The DPWH shall adopt the standard DepEd School Buiding Design following the Minimum
Performance Standards and Specification (MPSS) and the harmonized costs in the
implementation of the projects. Any deviation shall be subject to the approval of the DepEd.
https://www.slideshare.net/danielmstamaria/school-building-44918832

Designing a school can be more of a challenge than anticipated. Not only are schools
a place for education, but also should serve as a place to encourage inspiration and
curiosity. Aside from developing a building capable of supporting these two factors,
schools must also be designed with durability and safety in mind due to the wear-
and-tear they will be exposed to over the years.
Modern school building designs can vary greatly in appearance, from modest private
schools with a single main building, to expansive public schools that may house
hundreds of children. However, all great modern school building designs should share
similarities in safe structural designs, non-toxic and eco-friendly materials, and
features that promote a more comfortable, stimulating atmosphere.
Here are five examples of real schools that have adopted and flourished with the
addition of modern architectural concepts.

1. Strive for new additions to be modern & sustainable - Gentofte School

Located in Denmark, the Gentofte school has been open since 1944, but built an eye-
catching new addition in 2014. Many schools with deep, historical roots can enhance
their institution by designing modern, sustainable additions while still maintaining their
older school buildings. This two story addition was built for roughly 100 students for
classes as well as after school activities. Clad in Kebony, this addition requires very
little care and is an ideal backdrop for the future 'vertical forest' that will be planted
and grow over it, housing birds and insects to serve as a unique educational
experience.

2. Take advantage of natural lighting and creative window placement - Mesterfjellet

School
A beautiful example of modern Nordic architecture is the Mesterfjellet school in Larvik,
Norway. One look at this unique school building, and you'll immediately be drawn to
the numerous windows throughout. Not only is the number of individual windows
substantial, but they also vary in size and placement. Windows offer a very utilitarian
but important function of bringing in more natural lighting. The Mesterfjellet school's
expansive window display is as functional and eco-friendly (i.e. reduces artificial light
needs) as it is artistic.

3. Express creative freedom with striking non-uniform classrooms - Fredrikstad

Waldorf School
The idea of Waldorf education was developed back in 1919, but the same principles of
creative encouragement and inspiration of children can be carried into modern
building design. The Fredrikstad Waldorf school is very distinctive in appearance and
almost playful, with its elevated buildings and pops of color on the exterior. The
classrooms are non-uniform in design, helping the Waldorf mindset prosper by
avoiding "institutional" cookie-cutter rooms. This school is located in a woodland
setting and blends in with the surroundings, giving the children and staff a more
intimate feel of being within nature.

4. Impressive dimensional exterior with an eco-friendly design to reduce maintenance

- Helle School
The modestly-sized Helle school has a simple but beautiful design. Located in
Telemark, Norway, the Helle school was once two separate schools that were brought
together into one establishment. The flat roofs and mixed materials used in
construction really give this school a dimensional, modern feel to it. Kebony cladding
was used to give the exterior a warm, comfortable look while ensuring that the school
would be eco-friendly and require very little maintenance. The addition of stone,
metal and even stained glass gives this building a memorable appearance that
children as well as adults will find attractive.

5. A contemporary campus with a rustic feel and green architecture - Jack & Jones
Campus
Although not a school, the Jack & Jones campus is still a place of education and
features a highly inspirational design that can be carried over to traditional school
buildings. Immediately, you will be captivated by the living vegetative roof of this
building as well as the angled roof line. The wood cladding adds an even more
natural feel and the Kebony decking provides ample walkway space. The various
windows and sliding glass doors add a modern touch to the rustic design. Green
building designs aid in natural insulation and help reduce negative environmental
effects and energy usage. This modern campus design should be highly considered
for these two main reasons.
Modern school building designs come in all shapes and sizes, some of which are quite
extravagant, while others are attractively simple. The five concepts for modern school
architecture featured serve as inspiration for future schools that have a goal of
sustainable design. Even in retrofit applications, many of the ideas shown here, such
as Kebony cladding and expanded window placement, can be included in school
remodels with excellent results.

5 concepts to inspire modern school building

https://kebony.com/en/modern-school-building-designs

5.2 The design requirement prescribed in the National Building Code of school building
are the following:

5.2.1 Window opening shall be at least ten percent of the floor area of the room,
provided that such opening shall not be less than one (1) square meter, except
those in toilets and baths which should be not less than one-twentieth of the floor
area of such rooms, or not less than 240 square millimeters.
 The windows shall be located on both of the longer side of the classrooms,
provided with glass, steel, or wood jalousies. The window openings shall be at
least 1.5 meters high, and from column to column in width. For classrooms with
valuable equipment inside, the addition of iron grills would be advisable. In any
case, at least one (1) classroom for any school shall be fitted out with iron grills for
safety purposes and with door locks as well.

5.2.2 The ceiling height of rooms with natural ventilation shall not be less than
2.70 meters measured from the floor to the ceiling; ceiling height not less
than 2.40 meters.

The ceiling shall be a dropped ceiling. The ceiling height of rooms with
natural ventilation shall not be less than 2.85 meters measured from the floor the
ceiling; rooms provided with artificial ventilation shall have ceiling heights less than
2.40 meters.

The floor construction shall be so framed and secured into the framework
and supporting walls so as to form an integral part pf the whole building, and the
type of floor construction used shall provide means to keep the beam and girders
from lateral buckling. The floor of the classrooms shall be at least .075 meter thick
concrete slab of integrally poured cement, on a 2” gravel fill, preferably with dark
red or dark green cement finish.

5.2.3 All roofs shall be framed and tied into framework and supporting walls to
form an integral part of the whole building; dark stops, roof drains, flushing, etc.,
shall be provided.

The roof shall be cathedral type, with a slope of not less than 1.5 over 3.5,
of galvanized iron gauze #26, and painted with dark green roof paint. The roof
overhang shall not be less than 1.50 meters where exit doors are located, and not
less than 1.20 meters along the rear of the classroom. The roof construction shall
be framed and tied into the framework and supporting walls so as to form an
integral part of the building. The roof frame shall preferably be at least 20 mm.
thick steel frame, or alternatively 5 cm. x 1.25 cm. (2” x 5”) thick wood frames.
 5.2.4 The doors to the classrooms shall be at least two (2), located on opposite
ends on the same side of the of the classroom, or flush type swing out, and with a
minimum opening of .90 meters by 2.10 meters. The door shutters shall swing in
the direction of the exit travel and be capable of opening at least 90 degrees, so
that the clear width of the exit way out is not less than 700 millimeters. No door
shutter exceed 1.20 m. in width.

5.2.5 Every corridor shall not be less than 1.10 meters wide and should be
unobstructed.

5.2.6 Stairways serving an occupant load of 50 or less must be 1.10 meters wide;
those serving more than 5 shall not be less than 1.50 meters. The rise of every
step shall not exceed 200 millimeters and the tread shall not be less than 250
millimeters. Handrails should be provided on each side of every stairway having
more than four steps.

5.2.7 The exterior walls shall be of 1.5 meter (6”) wide concrete hollow blocks,
with 12 mm. (1/2”) reinforcing bars with .60 meters spacing. The finish may either
tooled finish or plastered finish. The interior wall partitions shall be of at least 10
cm. (4”) concrete hollow blocks with reinforcing bars.

5.2.8 The columns shall be at least .06 sq. meters (96 sq. inches) reinforced
concrete, preferably .20 meters x .30 meters with four (4) 16 mm. vertical bars and
10 mm. lateral ties with -0.15 outside centers.
Department of Education School Planning Guidelines Handbook
https://www.scribd.com/doc/21265243/Department-of-Education-School-Planning-Guidelines-
Handbook